This unit applies to dancers with basic skills in any dance style who are pursuing a career in dance. At this level, dance analysis skills are mainly used as a way of discussing, evaluating and refining individual and group dance techniques and performances.
At this level, work is normally supervised, though some autonomy and judgement can be expected in the process of reaching conclusions about dance performances being analysed.
Not applicable.
1. Develop an understanding of the dance analysis process | 1.1. Discuss with relevant personnel the purpose and scope of dance analysis 1.2. Become familiar with the principal theories of dance and movement analysis 1.3. Apply a working knowledge of the principal terms used in dance analysis 1.4. Clarify the forms in which dance analysis may be presented |
2. Analyse elements of dance sequences | 2.1. Delineate the main movements of dance styles 2.2. Identify the musical rhythms essential to dance movements 2.3. Place dance movements in their appropriate historical context 2.4. Develop a vocabulary to describe expression in dance styles |
3. Complete a basic analysis of a dance performance | 3.1. Assess an individual dance performance in terms of the movements used 3.2. Assess the relationship of movement to the musical or rhythmic accompaniment 3.3. Compile assessment of the performance in a suitable format 3.4. Seek feedback on analysis from relevant personnel and adjust conclusions as required 3.5. Evaluate own analytical process and note areas for future improvement |
Required skills
communication skills to:
discuss dance analyses with colleagues in an appropriate way
respond appropriately to feedback on own skill development and performance
initiative and enterprise skills to:
apply musical concepts to movement in dance forms
apply critical thinking techniques to dance analysis
learning skills to:
improve own dance techniques through critical analysis of dance as an art form
develop a movement memory
teamwork skills to work collaboratively with others on analysing dance performances with a view to improving own and group technique.
Required knowledge
well-developed knowledge of:
principles underlying dance movements and techniques, such as:
relationship with gravity
spatial awareness
successional movement
folding
extending
rotating
shifting weight
effort theory, including time, weight, space and throw
dance terminology
overview knowledge of:
theories of dance analysis
dance styles and genres, and conventions relevant to analysis
choreographic process.
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: relate the terminology of dance analysis to observed performances apply dance analysis techniques to observed performances discuss dance analysis with peers in a positive way. |
Context of and specific resources for assessment | Assessment must ensure: access to opportunities to analyse dance performances with others. |
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 dance analyses undertaken 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 analysing dance. 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 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.
Relevant personnel may include: | teacher mentor experienced dancer peers choreographer. |
Purpose of dance analysis may include: | choreography greater knowledge of dance styles improvement of partner or ensemble performance improvement of personal performance personal research problem solving refinement of routines. |
Scope of dance analysis may include: | personal performance partner performance ensemble performance. |
Principal theories include the writings and teachings of: | Jean George Noverre Frederick W Taylor Rudolf Laban Isadora Duncan Ruth St Denis. |
Principal terms include: | effort theory spatial elements, such as: direction of movement in space level where movement or gestures occurs on high, medium or low level shape: symmetry, asymmetry dynamics, such as: rhythm: time and weight duration: length of time to perform a movement musical rhythms: association between musical notation and dance movements body and body actions, such as: body and body parts: the part of the body moving step or locomotor movement: complete transference of weight gesture, such as a movement that is not a step relationship to others, including audience. |
Forms may include: | round table discussions on performance assistance to partner choreographic direction teacher direction peer analysis. |
Movements may include: | body alignment acrobatic dance technique maintaining balance on supporting leg maintaining control in turning balances maintaining rhythm and tempo using arm lines appropriately and extensively fluid control of rolls working at differing tempos focusing eyes and mind while performing isocentric and polycentric isolations air work, including: adage rolls floor work, including: stretches abdominal strengthening locomotor exercises and sequences: pirouettes posés piqués pencil turns châinés kicks jumps and leaps non-locomotor exercises and sequences: pliés tendus working on centre and off centre. |
Dance styles may include: | ballet contemporary Latin American, such as: bossa nova cha cha mambo rumba salsa samba tango musical theatre and Broadway shows cultural, including: Aboriginal and Torres Strait Islander African Afro-American Caribbean Indian Russian Spanish tap traditional jazz, such as: jive rock and roll cakewalk black bottom charleston jitter bug boogie woogie swing. |
Musical rhythms include: | time signatures, such as: 3/4 2/4 6/8 meter beat tempo syncopation. |
Vocabulary | bold cautious inhibited overwhelming powerful tender timid undisciplined. |
Formats | spoken comments contributions to round table discussion notes written reports. |
Areas for future improvement might include discussion of: | movement rhythmic ability gesture expression fluency. |
Performing arts - dance literacy
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.