Application
This unit applies to those who are required to plan, compose, stage and perform solo and group dance pieces. Performances could be for dance-school productions or other non-professional contexts.
Work is usually undertaken under some supervision, though autonomy and judgement can be expected given the nature of the creative process.
Prerequisites
Not applicable.
Elements and Performance Criteria
1. Plan, rehearse and compose dance pieces | 1.1. Clarify intention of dance pieces with relevant personnel 1.2. Use a range of sources to generate ideas and determine stimuli 1.3. Select ideas and translate intention into choreographic plans 1.4. Through experimentation and improvisation identify dance forms and structures to be included in plans 1.5. Improve and refine choreographic plans in rehearsal for performance of dance pieces 1.6. Demonstrate unity, continuity and variety in dance pieces 1.7. Review the dance-creation process through self-evaluation and in consultation with relevant personnel to improve and modify 1.8. Ensure safe dance practice at all times |
2. Create production elements to enhance dance pieces | 2.1. Establish and source audio requirements to support mood, creative experience and audience affect 2.2. Resolve lighting and vision system requirements for performance of dance pieces to support intention 2.3. Agree on costuming, make-up and hair to enhance audience experience and aesthetic qualities of dance pieces 2.4. Determine and organise appropriate sets and props to create atmosphere and environment 2.5. Arrange stage markings to reflect choreographic plans |
3. Perform dance pieces | 3.1. Exercise and control physical movement techniques that reflect choreographic plan for dance pieces 3.2. Recall and execute dance sequences, structures and spatial relationships to support choreographic plans 3.3. Demonstrate flow, phrasing and dynamics showing sensitivity in line with the intention of dance pieces 3.4. Maintain focus and concentration throughout performance, including connecting and interacting with other dancers as required 3.5. Demonstrate performance skills, showing expression and engagement with audience 3.6. Use performance space appropriately |
4. Evaluate dance pieces | 4.1. Develop a journal to detail composition process for reflection and analysis 4.2. Compare work against previous work to assess development of techniques and ideas 4.3. Discuss strengths and weaknesses of dance pieces with relevant personnel and identify strategies for improving own techniques |
Required Skills
Required skills
communication and teamwork skills to:
work collaboratively and in integrated ways with others involved in performances
receive constructive feedback and apply it to future choreographic work
clarify an expressive intention
document a choreographic plan for reflection and analysis
communicate intention to other dancers and technicians
initiative and creativity skills to:
seek and use a variety of sources and stimuli for creative inspiration
develop new choreography
work creatively with others
translate a choreographic plan into a well-crafted and executed performance
follow through with own individual style or idea
perform in ways that engage an audience
learning skills to:
improve performance and skills through experimentation and practice
evaluate and revise all aspects of a creative process
evaluate and revise own performance as well as that of others
planning skills to:
develop a choreographic plan
reflect on and analyse choreographic structures and processes
devise choreographic work for informal presentations
technical skills to:
experiment with, improvise and refine choreographic plans
incorporate a number of staging elements, such as:
audio
lighting and vision systems
costuming, make-up and hair
set and prop design
stage markings.
Required knowledge
creative process as it relates to choreography
all elements of dance
choreographic devices and structures
dance as a form of communication
issues and challenges that arise in the context of composing dance
dance vocabulary relevant to chosen dance styles
safe dance practices.
Evidence Required
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
Overview of assessment | |
Critical aspects for assessment and evidence required to demonstrate competency in this unit | Evidence of the ability to: seek and use a variety of sources for creative inspiration source, select and clarify ideas into choreographic intent develop, revise and evaluate a choreographic plan express choreographic intent through a range of movement forms and structures communicate intention to other dancers and technicians select and organise audiovisual and other staging requirements for performances monitor own performance in creating and performing dance pieces. |
Context of and specific resources for assessment | Assessment must ensure access to a dance studio or space, including: sprung floor tarkett mirrors and curtains audio requirements lighting and vision system requirements costuming, make-up and hair requirements set and props requirements video recording and playback equipment. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: observation of practice and performance verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit video recordings of performances or practice sessions case studies and scenarios as a basis for discussing components of the process portfolios, journals or other documentation and notation that demonstrate the reflective processes used in creating and performing dance pieces. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling). |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUACHR403A Develop skills in the craft of choreography CUADAN402A Improvise an advanced dance sequence CUADLT401A Document dance. |
Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Intention may include: | dance piece as a form of expressive, collaborative or interactive communication message to be conveyed through movements and effects mood to be conveyed creative experience intended for audience expressive effect on audience creative and expressive outcome for dancers. |
Dance piece may be: | duo trio solo group. |
Relevant personnel may include: | teacher performer ensemble member designer: sound lighting costumes make-up and hair special effects client agent conductor tutor mentor. |
Sources may include: | improvisation research from: travel study own interests observations of everyday social and political life emotions or feelings observations of other dance forms and works exploration of movement images from nature sounds and visual effects from other art works. |
Stimuli may include: | music, such as: musical styles, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair silent space various texts. |
Choreographic plan may include: | dance style dance form movement elements of shape, space, dynamics and time dance phrases and sequences dance structures choreographic devices, such as: canon motif repetition mirroring addition retrograde inversion accumulation. |
Experimentation and improvisation may include: | stimuli driven free-form structured spontaneous chance individual or shared investigation. |
Dance forms may include: | binary ternary rondo theme and variation narrative free-form. |
Dance structures may include: | space shape group structures group formations dancer combinations. |
Unity, continuity and variety may include: | unified beginning, development and resolution sense of wholeness or completeness of piece sense of connectedness between phrases and sequences contrasts in use of space contrasts in energy contrasts in movement and motifs contrasts in phrasing, tempo and duration. |
Dance-creation process may include: | creativity effectiveness inspiration audience response. |
Safe dance practices may include: | understanding the body’s capabilities and limitations, including: alignment: flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down activities, such as: gentle stretches aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to the genre and style of dance, such as: sprung softwood tarkett sprung parquet tongue and groove hardwood resined floor for ballroom and Latin dance non-slip for ballet wood for tap and Spanish correct execution of dance steps appropriate clothing and footwear nutrition and diet. |
Audio requirements may include: | music tracks cue sheets equipment, such as: CDs cassettes mini disks loudspeakers audio-mixing consoles. |
Lighting and vision system requirements may include: | cue sheets lighting plots set up plans stage markings types of lighting equipment, such as: projectors video players and monitors computer-operated equipment tape recorders CD players speakers effects and mixing desks lighting equipment screens portable liquid crystal display (LCD) and digital light processing (DLP). |
Flow may include: | smoothness of individual movements fluidity of sequence of movement patterns smoothness of transitions between phrases and sections of pieces. |
Phrasing may include: | meaningful translation of the emotions and physical elements of the dance piece intention cohesiveness of dance phrases or sequences hearing and translating the nuances of the music. |
Dynamics may include: | accent intensity quality. |
Focus may include: | line of sight whole body communication intention emotions spatial relationships energy. |
Performance skills may include: | physical skills projection of emotions projection of confidence in body movement and energy stage presence. |
Reflection and analysis may include: | class discussions video replays journal entries adjusted choreographic showings drawings or diagrams visual and audiovisual stimuli and references. |
Sectors
Performing arts - choreography
Employability Skills
This unit contains employability skills.
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.