Dancers and dance teachers required to create, perform, or teach others to perform complex dance pieces for formal presentation apply the skills and knowledge outlined in this unit. At this level skills and knowledge could be applied to class work, rehearsal, audition, or performance situations.
Work would usually involve some collaboration and direction from others, though personal responsibility and autonomy are required to create dance pieces that reflect a choreographer’s individual style.
Not applicable.
1. Plan complex dance pieces | 1.1. Clarify the intention of dance pieces 1.2. Develop a plan that outlines how the intention will be expressed though movement elements 1.3. Relate movement elements to dance style and include in dance plan 1.4. Incorporate intentions in the dance plan that use 3-D movement reality to combine a dance style with creative movements 1.5. Record choreographic ideas 1.6. Include and initiate safe dance practices in the plan and throughout conception, rehearsal and performance |
2. Develop work of high compositional standard | 2.1. Create choreography incorporating other artists or art forms 2.2. Manipulate own ideas and movement elements to produce a well-crafted dance piece of high compositional standard 2.3. Demonstrate own appropriate movement ideas and movement styles to express ideas and intentions 2.4. Apply dance notation skills to document, analyse and reconstruct choreography 2.5. Reveal an emerging distinctive approach to and treatment of movement materials 2.6. Devise, rehearse and edit dance piece for formal presentation |
3. Create production elements to enhance dance pieces | 3.1. Select appropriate music, costumes and props to enhance movement intention 3.2. Prepare performance space to allow for well-defined entrance, exit and audience orientation 3.3. Ensure that dancers, dancing, costumes, props and effects combine to create a mood, a creative experience and audience affect |
4. Present complex dance pieces in a formal setting | 4.1. Contribute to the presentation of finished works in the role of choreographer or dancer 4.2. Provide clear direction, feedback and encouragement to other dancers and technicians 4.3. Maintain content, phrasing and flow throughout dance pieces 4.4. Explore the potential integration of projections in choreography or the use of video as the presentation format for choreography 4.5. Articulate choreographic processes in journal or essay formats |
5. Evaluate complex dance pieces | 5.1. Review the dance-creation process against criteria in consultation with relevant personnel to improve and modify pieces 5.2. Document and record dance reviews 5.3. Use reflection skills to review, self-evaluate and apply information to future work |
Required skills
communication and interpersonal skills to:
work collaboratively and in integrated ways with relevant personnel
provide direction and feedback to others
receive constructive feedback and apply it to future work
clarify an expressive intention
communicate intention to other dancers and technicians
initiative and creativity skills to:
develop new choreography that expresses one’s distinctive approach
translate a choreographic plan into a well-crafted and executed performance
follow through with own individual style or idea
learning and self-management skills to:
improve dance choreography skills through experimentation and practice
notate choreography in order to document, analyse and reproduce it
monitor, evaluate and revise own performance as well as that of others
planning skills to develop a choreographic plan
technical skills to:
translate intention into a choreographic plan that includes a variety of dance forms and structures
apply choreographic devices when arranging movement
apply elements of movement to dance creation
manipulate elements of movement
develop a distinctive approach to and treatment of movement materials
collaborate with other art forms to create original work
manipulate structural material, such as:
theme
variation
AB
ABA
rondo
incorporate a number of staging elements into dance pieces, such as:
audio
lighting
costuming, make-up and hair
set and prop design.
Required knowledge
fundamental elements of composition and choreographic tasks and analysis
choreographic devices and structures
dance as a form of communication
choreographic concepts, such as:
collage
cycles
sequencing
narrative themes
transitions
issues and challenges that arise in the context of composing dance
safe dance practices.
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: plan, develop and document a complex solo or group dance piece of a high compositional standard that: combines one dance style with creative movements incorporates other artists or dance forms organise the performance of a complex group dance piece evaluate the dance-creation process, including documenting the evaluation collaborate with others involved in the choreographic and performance process. |
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 composition process portfolios, journals or other documentation and notation that demonstrate the reflective processes used in dance composition. 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 CUADLT401A Document dance CUADLT402A Explore the relationship between music and dance. |
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 representation of a particular dance style or theme. |
Movement elements may include: | shape space dynamics time. |
Choreographic ideas may include: | musical score costumes props staging performance space lighting. |
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 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. |
High compositional standard may include: | mixture of the various components of choreography, such as: movement form phrasing structuring stylisation abstraction combined with one’s own style and expressive affect. |
Notation may include: | shorthand pictures diagrams graphics using computer notation software specific to dance. |
Presentation may include: | feedback discussion video replays journal entries choreographic showings drawings or diagrams visual and audiovisual stimuli and reference performance venues projections or a screen dance format. |
Dance-creation process | creativity effectiveness inspiration audience response. |
Relevant personnel may include: | teacher performer ensemble member designer: sound lighting costumes make-up and hair special effects client agent conductor tutor mentor. |
Performing arts - choreography
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.