Application
This unit describes the performance outcomes, skills and knowledge required by dancers, choreographers, writers and researchers to investigate and reach conclusions about cultural, historical and theoretical concepts related to dance. They may need to refine their conceptual understanding of dance to inform the development of a dance piece for a class, audition or performance, deepen their knowledge of a particular topic, or to develop an independent piece of research.
At this level, people are expected to engage in a research process that begins to inform practice at a professional level, but which may be guided by others.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Elements Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Select a focus for research | 1.1 Consult with relevant personnel and select a focus for research based on individual needs and perspectives 1.2 Make an initial determination of the information and ideas to be researched 1.3 Challenge own assumptions and preconceptions about the research process and potential information sources 1.4 Select historical and contemporary sources for investigation 1.5 Locate recordings of dance sequences and other documentary material to enable interpretation of movement material as part of research and analysis 1.6 Take account of copyright, intellectual property and moral rights when planning research projects |
2. Conduct critical analysis | 2.1 Seek out and compare the critical views of others in chosen area of enquiry 2.2 Investigate issues around the historical and contemporary production, interpretation and promotion of dance 2.3 To aid analysis, place dance in a range of cultural contexts and consider how dance influences culture 2.4 Allow the process of analysis to move in new and potentially unintended directions |
3. Present research findings | 3.1 Develop substantiated opinions and ideas in relation to research topic 3.2 Take account of the diversity of dance in different historical periods and cultural contexts 3.3 Discuss issues associated with research findings with colleagues and incorporate new ideas as appropriate 3.4 Present findings to colleagues in a format appropriate to the research topic within agreed timeframe |
Evidence of Performance
Evidence of the ability to:
complete research into an aspect of dance practice
participate in informed discussions about dance concepts
present findings of research in a way that demonstrates:
fundamental knowledge of the different perceptions of dance in different cultural contexts
appreciation of the place of popular genres in the development of dance as an art form
ability to interpret movement material.
Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.
Evidence of Knowledge
To complete the unit requirements the individual must:
describe ways of selecting a meaningful focus for research
demonstrate well-developed knowledge of:
copyright, moral rights, intellectual property issues and legislation in relation to research
how dance is perceived in different communities and cultures
concepts of entertainment
role of gender in dance performances and history
the relationship between popular genres of western dance and formal dance repertoires
describe how dance is used in the following contexts:
musicals
vaudeville
movies
television.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:
a range of dance history and theory information sources
interaction with others as part of the discussion process.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Reading | 1.4, 1.5, 2.1, 2.2, 3.2 | Organises and evaluates ideas and information from a range of complex texts |
Writing | 3.1, 3.4 | Documents complex relationships between ideas and information |
Oral communication | 1.1, 2.1, 3.3, 3.4 | Seeks the views and opinions of others Obtains information by listening and questioning Participates in a verbal exchange of ideas Uses clear language to contribute information and express requirements |
Navigate the world of work | 1.5, 1.6, 3.4 | Follows standard procedures and legislative requirements when accessing information and acknowledging information sources |
Interact with others | 1.1, 2.1, 3.3, 3.4 | Works collaboratively with others with an interest in research topics |
Get the work done | 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.1, 2.2, 2.3, 2.4, 3.1, 3.2, 3.3, 3.4 | Adopts a logical and methodical approach to the process of undertaking research and presenting findings Uses ideas proposed by others to lead to new perceptions and ideas Uses the internet as a research tool Uses standard word processing and spreadsheet applications to document research findings |
Sectors
Knowledge management - research