The skills and knowledge outlined in this unit apply to dancers in any style or genre. Knowing how to dance with a partner is essential in all performance contexts - from social to community to professional.
At this level partnering techniques would be simple in nature and not include movements such as overhead lifts which require a high level of fitness and advanced technique.
Work is usually undertaken under supervision, though some autonomy and judgement can be expected given the nature of dance performance.
Not applicable.
1. Develop an understanding of partnering in dance | 1.1. View a range of videos as the basis for discussing issues associated with dance partnering 1.2. Identify conventional gender roles in partnering and ways they have been challenged in modern dance practice |
2. Prepare the body for dance | 2.1. Perform basic warm-up 2.2. Adhere to injury-prevention techniques 2.3. Take common health concerns for dancers into account when devising own physical conditioning program |
3. Practise partnering techniques | 3.1. Under the guidance of mentors or teachers, practise a range of basic partnering techniques 3.2. Work on developing trust with partner 3.3. Develop confidence in dealing with variations in ways signals are given or interpreted by either partner 3.4. Develop a mutually supportive approach to learning steps and movements 3.5. Follow advice from others about ways to improve partnering technique |
4. Perform simple sequences with a partner | 4.1. Clarify with relevant personnel requirements for short partnered sequences 4.2. Rehearse sequences, noting critical points that may cause difficulties 4.3. Agree on ways to recover from potential problems with partner and practise these as required 4.4. Perform sequences applying balance, coordination, technique and expressive skills to achieve harmony of movement with partner 4.5. Evaluate performance with others and note areas for future improvement |
Required skills
communication skills to:
discuss dance partnering issues with relevant personnel
respond appropriately to feedback on own skill development and performance
initiative and enterprise skills to:
work creatively with music and dance
interpret and provide signals to partner while dancing together
respond creatively and flexibly to partner while dancing together
learning skills to:
improve own dance partnering techniques through practice and a positive attitude to dancing
develop a movement memory
planning and organising skills to plan practice time
problem-solving skills to anticipate and prepare for issues that may arise when dancing with a partner
self-management skills to:
arrive punctually at classes, rehearsals and performances
dress appropriately
observe dance discipline and follow direction
apply safe dance practices
teamwork skills to:
work closely with a dance partner
work collaboratively with others involved in dance classes and performances.
Required knowledge
principles and conventions of partnering in dance
partnering techniques relevant to chosen dance style
principles underlying dance movements and techniques, such as:
relationship with gravity
spatial awareness
successional movement
use of breath
folding
extending
rotating
shifting weight
anatomical foundations, including:
articulation of the spine
engagement of the feet
bases of support, including feet, legs, hands, arms and torso
range of motion of the joints
differentiation of the legs and pelvis
importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts
terminology relevant to chosen dance style.
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 a simple dance sequence with a partner on at least two occasions demonstrate competent execution of basic techniques when performing, including: coordinated footwork appropriate arm lines correct body positioning in relation to partner holding catching releasing supporting or being supported 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 (live or recorded) verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of developing dance partnering techniques direct observation of candidate in classes. 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: CUADAN306A Increase depth of ballet dance technique CUADAN308A Increase depth of contemporary dance technique CUAOHS301A Condition the body for dance performances CUAPRF307A Develop performance techniques. |
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.
Issues may include: | role of partnering in different dance styles and genres, including: ballroom or social dance: Latin American standard ballet (pas de deux) contemporary jazz tap physical strength for lifts coordination contact improvisation interpreting signals trust between partners multiple partners. |
Gender roles may relate to: | male: leading lifting ‘showcasing’ the ballerina female: following ballerina as the primary focus challenging conventions, including: same gender partnering female lifting male. |
Warm-up activities | minor stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities. |
Cool-down activities | floor work stretching. |
Injury-prevention techniques | warming up and cooling down before and after class and performance wearing appropriate clothing and footwear applying intent and focus while dancing not overstretching wearing appropriate bandaging and bracing where appropriate to support body appropriate diet and rest using appropriate equipment, such as barre, mirror and sprung floors attention to teacher. |
Common health concerns | lack of rest poor diet lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down properly overstraining the muscles dehydration. |
Basic partnering techniques | coordination of footwork using arm lines appropriately and extensively assisting with jumps body positioning in relation to partner holding improvising catching releasing supporting. |
Others | teacher mentor partner colleagues audience members. |
Requirements may include: | dance style music duration mood. |
Performing arts - dance
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.