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Evidence Guide: CUACHR301A - Develop basic dance composition skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUACHR301A - Develop basic dance composition skills

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare the body for dance

  1. Perform basic warm-up and cool-down activities
  2. Adhere to injury-prevention techniques
  3. Identify common health concerns for dancers
Perform basic warm-up and cool-down activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adhere to injury-prevention techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify common health concerns for dancers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop an understanding of dance composition

  1. Discuss with relevant personnel the elements of dance and how they are used and manipulated to craft movement
  2. Identify components of the composition process by analysing original professional dance compositions
  3. Through discussion and observation, explore how intent and form are used in dance composition and how they might be documented
  4. Discuss with relevant personnel how concepts of music assist in providing a range of ways to manipulate form and movement
Discuss with relevant personnel the elements of dance and how they are used and manipulated to craft movement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify components of the composition process by analysing original professional dance compositions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Through discussion and observation, explore how intent and form are used in dance composition and how they might be documented

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with relevant personnel how concepts of music assist in providing a range of ways to manipulate form and movement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise dance composition technique

  1. Explore the use of a range of starting points when composing dance
  2. Practise the use of intent and form when composing dance
  3. Manipulate elements of dance to craft movement using various stimuli
  4. Generate and organise movement for dance using play and exploration
Explore the use of a range of starting points when composing dance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise the use of intent and form when composing dance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manipulate elements of dance to craft movement using various stimuli

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Generate and organise movement for dance using play and exploration

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compose a simple dance sequence

  1. Compose a dance sequence with a specified intent and form
  2. Communicate composition ideas and concepts in discussions using appropriate vocabulary
  3. Demonstrate effective verbal and physical demonstration skills while working with dancers
  4. Organise to have the sequence recorded for evaluation purposes
  5. Use the recording to evaluate work and gain feedback from relevant personnel in order to edit and refine the dance sequence
Compose a dance sequence with a specified intent and form

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate composition ideas and concepts in discussions using appropriate vocabulary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate effective verbal and physical demonstration skills while working with dancers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Organise to have the sequence recorded for evaluation purposes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use the recording to evaluate work and gain feedback from relevant personnel in order to edit and refine the dance sequence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

use form and intent to compose a simple dance sequence that communicates an idea

communicate effectively with others using appropriate vocabulary and demonstration skills.

Context of and specific resources for assessment

Assessment must ensure access to a dance studio or space, including:

sprung floor

tarkett

mirrors and curtains

sound system

video recording and playback equipment.

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:

observation of practice and performance

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

video recordings of performances or practice sessions

case studies and scenarios as a basis for discussing components of the composition process

portfolios or other documentation that demonstrate the reflective processes used in dance composition.

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.

Required Skills and Knowledge

Required skills

communication and teamwork skills to:

work collaboratively with others, including providing direction

receive constructive feedback and apply it to future work

initiative and creativity skills to:

compose dance within a specified form

work creatively with others

solve problems in a simple dance sequence

follow through with own individual style or idea

learning skills to:

improve performance and skills through experimentation and practice

research a topic to inform basic dance composition tasks

planning and organising skills to collect information about various dance works for analysis

technical skills to:

perform appropriate stretches, exercises and breathing techniques to warm up and cool down

demonstrate the use of starting points, intent and form when composing dance.

Required knowledge

dance as a form of communication

form, intent and starting points in dance composition

appropriate vocabulary used in dance

issues and challenges that arise in the context of composing dance

OHS practices, procedures and standards as they apply to dancing in a range of physical environments

difference between abstraction and stylisation.

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.

Warm-up activities may include:

minor stretches

joint-mobility exercises

flexibility exercises

aerobic activities

coordinated breathing activities.

Cool-down activities may include:

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

sprung floors

attention to teacher.

Common health concerns may include:

lack of rest

poor diet

lack of understanding of basic anatomy and physiology of dance

lack of warming up and cooling down adequately

overstraining the muscles

dehydration.

Relevant personnel may include:

teacher

peer

director

producer

agent.

Elements of dance may include:

space

time

dynamics.

Components may include:

starting points

working with intention

working with motifs:

identifying a motif

developing motifs by manipulating components of time, space and dynamics

choreographic forms

phrasing:

shaping

creating variety in length

structuring a work:

unity and variety

contrast

climax and resolution

repetition

sequencing

transitions

abstraction and stylisation.

Intent may include:

reading movement

expressing an idea through movement

using known movements with intention versus creating new vocabularies

working intuitively and cognitively.

Form may include:

choreographic forms:

binary

ternary

rondo

theme and variations

narrative

organic.

Dance may be documented through:

notation

video recording.

Concepts of music may include:

duration

pitch

dynamics

tone colour

texture

structure.

Starting points may include:

beginning with:

an idea

a movement phrase

a piece of music

waiting for inspiration

other beginnings.

Stimuli may include:

music, such as:

musical styles, like jazz, hip-hop and world

vocal

instrumental

percussion, such as:

drums

hands

feet stamps

percussion instruments

word motivation, such as:

wobble, twitch, freeze

vault, twirl, collapse

pause, swell, jerk

vibrate, bound, creep

technical equipment, such as:

lighting

audiovisual

fog machines

scaffolding

other props, objects and materials, such as:

fabric

instruments

puppets or dolls

piece of clothing

ladder or chair

silent space

various texts.

Composing a dance sequence may include:

starting points

solving problems

researching a topic

improvisation

reflection and analysis

refinement and rehearsal.

Working with other dancers may include:

introduction to rehearsing and directing skills

recognising the skill level and strengths of available dancers.