CUADAN101A
Develop foundation dance techniques
This unit describes the performance outcomes, skills and knowledge required to build a solid foundation in any dance style.
Application
Persons with some dance experience apply the skills and knowledge outlined in this unit. Usually, experience would have been gained in dance classes, amateur performances or community dance activities, often from an early age. However, this unit also applies to individuals with no prior training, but with an aptitude for dance and an interest in developing technique in one or more dance styles.
At this level foundation dance techniques learnt under the close supervision of experienced dancers and dance teachers are applied.
Prerequisites
Not applicable.
Elements and Performance Criteria
1. Develop an understanding of different dance styles | 1.1. Discuss aspects of dance styles with relevant personnel 1.2. Develop understanding of safe dance practices 1.3. Discuss cultural protocols that need to be observed when performing cultural dance styles |
2. Practise simple movements | 2.1. Under the guidance of a teacher or mentor, perform warm-up exercises 2.2. Practise basic steps associated with selected dance styles 2.3. Incorporate musicality, timing and rhythm into exercises 2.4. Work within own limits 2.5. Respond positively to constructive feedback and advice from others 2.6. Perform cool-down exercises after dance activity |
3. Perform short dance sequences | 3.1. In consultation with a teacher agree on sequences that include a range of movements within own technical ability 3.2. Match personal presentation to selected dance styles 3.3. Communicate the mood or style of dance sequence to spectators 3.4. Apply a sense of timing and rhythm to performances 3.5. Follow advice from others about ways to improve own dance technique |
Required Skills
Required skills
communication and teamwork skills to:
work cooperatively with others in a learning environment and in dance performances
discuss aspects of exercises and dance techniques with colleagues and teachers
initiative and enterprise skills to:
communicate the mood of a dance sequence to spectators
move in line with the mood, rhythm, style and tempo of music
learning skills to:
improve dance technique through practice and a positive attitude to dancing
respond appropriately to constructive feedback on own skill development
self-management skills to:
dress appropriately
follow safe dance practices to prevent injury to self and others
maintain concentration when performing.
Required knowledge
sound knowledge of safe dance practices, including:
warm-up and cool-down activities
correct clothing and footwear
how nutrition and diet:
affect physical and mental wellbeing
contribute to injury prevention
basic knowledge of:
terminology associated with selected dance styles
cultural context of selected dance styles.
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: perform two dance sequences that demonstrate a mastery of foundation dance techniques in selected dance style respond appropriately to constructive feedback on own performance. |
Context of and specific resources for assessment | Assessment must ensure access to appropriate dance performance areas or spaces. |
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: direct questioning combined with review of portfolios of evidence third-party workplace reports of on-the-job performance evaluation of performance of dance skills direct observation or video recording of candidate in dance classes verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit review of candidate’s dance performances by peers and colleagues. 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: CUAOHS101A Follow basic safe dance practices. |
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.
Styles may include: | ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magic, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish improvisation jazz modern social, such as: foxtrot quickstep tango Viennese waltz waltz Argentine tango cha cha jive mambo paso doble rumba salsa street tap wheelchair dancing. |
Relevant personnel | community members elders teachers coaches mentors performers choreographers peers representatives of dance societies. |
Safe dance practices relate to: | understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing 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 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 effect of different ground surfaces, such as: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet. |
Protocols | activities open only to initiated persons gender-specific activities how to approach certain persons obtaining information and materials permission for activities costumes make-up prohibitions on activities or communication who to approach for a particular reason. |
Warm-up exercises should: | be undertaken with care and to the level of own ability include: stretches flexibility exercises aerobic activities coordinated breathing activities. |
Aspects of personal presentation may include: | costumes accessories make-up hair posture way of moving. |
Sectors
Performing arts - dance
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.