This unit applies to dancers who are pursuing a career in theatre and other contexts where street dancing skills are required. Street dancing is inclusive of styles, such as hip-hop, break dance, popping, locking, Nu School, krump and house. They could be preparing for performances in commercial, community or open space settings where they would usually be performing as members of an ensemble.
At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.
Not applicable.
1. Maintain a physical conditioning program | 3.1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 3.2. Set realistic physical conditioning goals aimed at improving own dance technique 3.3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 3.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 3.5. Always perform warm-up and cool-down activities in conjunction with dance activities 3.6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique |
2. Build on basic street dance performance technique | 2.1. Ensure appropriate performance preparation 2.2. Perform street dance movements and steps with increasing confidence and expertise 2.3. Improvise movements to create a personal style, in a learning environment 2.4. Choreograph and perform a basic street dance sequence, in a learning environment 2.5. Explore individuality and originality during rehearsals and practice sessions 2.6. Incorporate musicality, rhythm and correct timing into performances 2.7. Coordinate position and movement between other dancers |
3. Maintain expertise | 3.1. Continuously practise basic movements 3.2. Maintain and update knowledge of street dance terminology 3.3. Use feedback from teachers and mentors to identify and develop ways to improve own street dance performance skills 3.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation |
Required skills
communication skills to:
discuss dance and physical conditioning issues with relevant personnel
read and interpret a simple combination of street dance steps in written form
respond appropriately to feedback on own skill development
initiative and enterprise skills to:
work creatively with music and dance
dance with strong stage presence, confidence and projection
communicate the mood or style of dances to audiences
choreograph a simple street dance sequence
learning skills to:
improve own street dance techniques through practice and a positive attitude to dancing
develop and implement a personal physical conditioning program
develop a movement memory
planning and organising skills to plan practice time
self-management skills to:
arrive punctually at classes and practice sessions
dress appropriately
observe dance discipline and follow direction
apply safe dance practices
teamwork skills to work collaboratively with others involved in dance classes and performances.
Required knowledge
well-developed knowledge of:
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
street dance terminology
musical rhythms, including:
time signatures
beat
tempo
syncopation
overview knowledge of:
different street dance styles
history of street dance, including prominent dancers
ways of notating street dance.
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: improve street dance technique over a 6 to 12 month period perform a range of basic street dance techniques in a learning environment respond appropriately to constructive feedback on own dance technique follow safe dance practices. |
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 live or recorded performances 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 maintaining a personal physical conditioning program direct observation of candidate in rehearsals and performances. 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: CUACHR301A Develop basic dance composition skills CUADAN304A Develop dance improvisational skills CUAMUP301A Prepare personal appearance for 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.
Relevant personnel may include: | teachers mentors coaches medical practitioners nutrition experts colleagues family members performers. |
Risk factors may relate to: | consistency of a physical fitness regime own ambition expectations of others injury-prevention strategies effect of different ground surfaces, such as: concrete or hard floor moving float podium or raised platform runway slippery floor sloping surface sticky floor gender issues body image and eating disorders insufficient hydration poor nutrition incorrectly fitting footwear and clothing gender-appropriate performance techniques. |
Warm-up and cool-down activities may include: | stretching joint-mobility exercises flexibility exercises aerobic activities anaerobic exercises coordinated breathing activities floor work. |
Performance preparation may refer to: | awareness of performance environment (space, location, size) and audience preparation of performance space to ensure safety of self and others mental preparation immediate physical preparation rehearsal appropriate to audience awareness of time lines and call times immediately prior to performance preparation and organisation of props, costumes and equipment immediately prior to performance. |
Street dance movements and steps | waving ticking scooby do twirl toprocks, uprocks freezes fare improvisation strobing jax power moves: 6-step, 3-step, windmill clown walk crip walk grinding stomping chest pops shuffling skating jacking locking backslide freezes Harlem shake floating gliding sliding demonstrating an awareness of personal and general space when travelling and stationary correct posture and alignment when in motion demonstrating safe dance practices in jumping, falling and faster travelling steps dancing in time with the music non-locomotor techniques, including: balance stillness. |
Performances may be: | live before an audience in a learning environment. |
Terminology | battle crew break fams callouts clowning buck kill offs tricks B Boys B Girls animation boogaloo. |
Performing arts - dance
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.