Application
Dancers, choreographers and dance teachers apply the skills and knowledge outlined in this unit. They could be exploring the relationship between music and dance in the context of dance teaching, improving their own dance technique, devising dance sequences or reviewing dance performances.
Work is usually undertaken under some supervision, though autonomy and judgement can be expected given the nature of the process of reflecting and analysing performances.
Prerequisites
Not applicable.
Elements and Performance Criteria
1. Develop an understanding of standard music notation | 1.1. Become familiar with signs used to interpret the rhythm 1.2. Become familiar with signs used to interpret the pitch of musical pieces 1.3. Become familiar with directions and markings 1.4. Distinguish the major characteristics of music from various musical styles with reference to their notation 1.5. Discuss issues of music notation and how they inform the process of analysing dance with relevant personnel |
2. Make connections between movement and music in a cultural context | 2.1. Distinguish between music from different cultural contexts 2.2. Contrast aspects of different styles of music 2.3. Analyse musical forms characteristically used to structure music in dance works from different cultural contexts 2.4. Analyse the relationship between movement and music in dance works from different cultural contexts 2.5. Define the relationship between the expressive qualities of movement and accompanying sound sources |
3. Apply skills of musical analysis to dance performances | 3.1. Evaluate the effectiveness of music scores in enhancing the narrative of dance works 3.2. Evaluate the effectiveness of the relationship between music and dance in a range of 3.3. Interpret rhythm from written notation and observe accented beats in responding to works 3.4. Identify the choreographic devices that have been used to structure the dance work and evaluate their effectiveness in meeting the music’s demands 3.5. Apply appropriate music and dance terminology in detailing the relationship between the use of music and the dance work narrative 3.6. Seek feedback from relevant personnel on own ability to detail the relationship between music and dance and note areas for future improvement |
Required Skills
Required skills
communication skills to:
discuss aspects of music theory, such as:
accent
metre
tempo
rhythm
respond appropriately to feedback on own skill development
initiative and enterprise skills to:
make connections between music and movement
apply critical listening skills
engage in a creative thinking process
learning skills to increase aural recognition of variety of musical forms
teamwork skills to work collaboratively with others involved in dance activities.
Required knowledge
well-developed knowledge of:
music and dance terminology
choreographic devices
working knowledge of music from a range of cultural contexts, such as:
classical music
folk music
Indigenous music
popular music
theatrical music
world music
social contexts of musical and dance performances
basic composition forms, including variations in the format of notation used
theories on rhythmic and structural composition.
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: recognise the source and style of a range of musical pieces apply a knowledge of standard musical notation to interpret music relate choreography to musical accompaniment analyse the effectiveness of dance performances in terms of their relationship to music. |
Context of and specific resources for assessment | Assessment must ensure: access to opportunities to work with others to explore the relationship between music and dance. |
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 a journal kept to analyse dance 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 exploring the relationship between music and dance analysis of reviews of dance performances prepared direct observation of candidate’s contribution to discussion concerning the relationship of music to 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: CUADLT301A Develop basic dance analysis skills CUAWRT501A Write about dance CUSMLT302A Develop and apply aural perception skills. |
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.
Signs used to interpret: | rhythm of musical pieces, including: bar lines dots note durations rests ties time signatures pitch of musical pieces, including: accidentals clefs key signatures ledger lines lines and spaces of the stave melodic motifs and phrases melody lines position of notes on the staves. |
Directions and markings may include: | ornamentation phrasing and expression special effects speed volume. |
Musical styles | traditional music of any culture European classical all contemporary musical styles, including: country folk jazz popular world all other musical styles, genres or traditions. |
Relevant personnel may include: | choreographers community members critics directors elders manager mentors performers musicians reviewers supervisor. |
Cultural contexts | classical music folk music Indigenous music popular music theatrical music world music. |
Aspects | dynamics or volume instrumental or vocal styles of playing instruments or voices used structure and form of the music texture and tone or colours. |
Aspects of musical forms may include: | accent metre rhythm tempo. |
Accompanying sound sources | Indigenous rhythmic devices, such as clap sticks instrumental accompaniment live performances orchestral accompaniment prepared music recorded music vocal accompaniment. |
Performances | live recorded. |
Choreographic devices | canon fugue inversion repetition retrograde rondo theme and variation. |
Sectors
Performing arts - dance literacy
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.