This unit applies to performers who are consolidating their career in contexts where high level movement skills are required. They could be involved in dance, musical theatre and circus performances. They would usually be performing as members of an ensemble, though some solo work could be expected.
While supervision and guidance are provided in practice sessions and rehearsals, performers are expected to display a high level of motivation and sense of responsibility for themselves and others during live performances.
Not applicable.
1. Develop an understanding of movement principles | 1.1. Explore the range of movement patterns and their associated skills 1.2. Become familiar with basic performance cues associated with movement patterns and skills 1.3. Discuss ways of developing own movement skills with relevant personnel |
2. Prepare the body for movement | 2.1. Perform basic warm-up and cool-down activities 2.2. Adhere to injury-prevention techniques 2.3. Take common health concerns for performers into account when devising own physical conditioning program |
3. Practise a range of movements | 3.1. Use a range of sources to generate ideas for movement routines 3.2. Apply knowledge of performance cues to practise full range of movement patterns 3.3. Apply knowledge of anatomical alignment principles in movement exercises 3.4. Practise controlling balance in a range of positions 3.5. Use feedback from teachers and mentors to identify and develop ways to improve own movement skills |
4. Develop performance attributes | 4.1. Incorporate movement patterns into routines in ways that convey their dramatic intent 4.2. Incorporate basic rhythmic structures and musicality into movement routines 4.3. Ensure that flow and interaction with other performers are smooth and well-timed 4.4. Work on developing a strong sense of individuality and presence in the execution of sequences 4.5. Develop techniques for incorporating unseen combinations with speed and verve |
Required skills
communication skills to:
discuss movement concepts and techniques with relevant personnel
respond appropriately to feedback on own skill development and performance
initiative and enterprise skills to:
work creatively with music and dance
dance with style and strong stage presence
observe and accurately interpret physical skills
learning skills to:
develop strong movement techniques through:
practising complex movements and routines
a positive attitude to learning and a willingness to experiment
develop a movement memory
planning and organising skills to plan and execute own warm-up and cool-down routines
self-management skills to:
achieve movement responses within personal capabilities
follow direction
apply safe performance practices
teamwork skills to work collaboratively with others involved in classes and performances.
Required knowledge
well-developed knowledge of:
principles underlying physical 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 joint motion
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
musical rhythms, including:
time signatures
beat
tempo
syncopation
overview knowledge of:
movement philosophies, such as:
Alexander technique
Bartenieff fundamentals
Feldenkrais method
Ideokinesis
Pilates
yoga
Thera-Band.
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 range of movement routines that demonstrate: understanding of human movement principles and their application in performance well-developed movement techniques appropriate to specific performance contexts incorporate rhythmic structures and musicality into movement routines cooperate with others in a learning and performance environment. |
Context of and specific resources for assessment | Assessment must ensure access to appropriate 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 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 movement skills direct observation of the candidate in practice sessions 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: CUADAN402A Improvise an advanced dance sequence CUADAN409A Develop expertise in contemporary dance technique. |
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.
Movement patterns | sending receiving accompanying evading locomotor movements landings statics swings rotations springs. |
Associated skills may include: | sending: throwing striking receiving: catching collecting accompanying: dribbling carrying evading: dodging faking screening locomotor movements: displacement of the body from one place to another landings: on feet on hands while rotating statics: balances supports hangs swings: from supports from hangs rotations: around axis of the body longitudinal media lateral springs: from the arms from the legs. |
Basic performance cues associated with movement patterns | sending receiving accompanying evading locomotor movements landings statics swings rotations springs. |
Relevant personnel may include: | teachers mentors coaches medical practitioners nutrition experts colleagues family members performers. |
Warm-up activities | minor stretches joint-mobility exercises flexibility exercises aerobic activities coordinated breathing activities. |
Cool-down activities | floor work stretching. |
Injury-prevention techniques may include: | 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 use of 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. |
Sources may include: | inspiration imagination life experience actual events or facts internet other media educational texts and resources travel observation different experiences memoirs or diaries. |
Generating ideas may include: | brainstorming researching exercises asking questions role-playing making analogies interviewing looking at the subject from different viewpoints. |
Anatomical alignment principles | 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. |
Dramatic intent may relate to conveying a sense of: | comedy character tragedy romance wistfulness yearning fun happiness. |
Performing arts - performance
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.