NTISthis.com

Evidence Guide: CUACHR501A - Create and perform complex dance pieces

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

 

CUACHR501A - Create and perform complex dance pieces

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

Plan complex dance pieces

  1. Clarify the intention of dance pieces
  2. Develop a plan that outlines how the intention will be expressed though movement elements
  3. Relate movement elements to dance style and include in dance plan
  4. Incorporate intentions in the dance plan that use 3-D movement reality to combine a dance style with creative movements
  5. Record choreographic ideas
  6. Include and initiate safe dance practices in the plan and throughout conception, rehearsal and performance
Clarify the intention of dance pieces

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a plan that outlines how the intention will be expressed though movement elements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Relate movement elements to dance style and include in dance plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate intentions in the dance plan that use 3-D movement reality to combine a dance style with creative movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Record choreographic ideas

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Include and initiate safe dance practices in the plan and throughout conception, rehearsal and performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop work of high compositional standard

  1. Create choreography incorporating other artists or art forms
  2. Manipulate own ideas and movement elements to produce a well-crafted dance piece of high compositional standard
  3. Demonstrate own appropriate movement ideas and movement styles to express ideas and intentions
  4. Apply dance notation skills to document, analyse and reconstruct choreography
  5. Reveal an emerging distinctive approach to and treatment of movement materials
  6. Devise, rehearse and edit dance piece for formal presentation
Create choreography incorporating other artists or art forms

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manipulate own ideas and movement elements to produce a well-crafted dance piece of high compositional standard

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate own appropriate movement ideas and movement styles to express ideas and intentions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply dance notation skills to document, analyse and reconstruct choreography

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reveal an emerging distinctive approach to and treatment of movement materials

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Devise, rehearse and edit dance piece for formal presentation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Create production elements to enhance dance pieces

  1. Select appropriate music, costumes and props to enhance movement intention
  2. Prepare performance space to allow for well-defined entrance, exit and audience orientation
  3. Ensure that dancers, dancing, costumes, props and effects combine to create a mood, a creative experience and audience affect
Select appropriate music, costumes and props to enhance movement intention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare performance space to allow for well-defined entrance, exit and audience orientation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that dancers, dancing, costumes, props and effects combine to create a mood, a creative experience and audience affect

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present complex dance pieces in a formal setting

  1. Contribute to the presentation of finished works in the role of choreographer or dancer
  2. Provide clear direction, feedback and encouragement to other dancers and technicians
  3. Maintain content, phrasing and flow throughout dance pieces
  4. Explore the potential integration of projections in choreography or the use of video as the presentation format for choreography
  5. Articulate choreographic processes in journal or essay formats
Contribute to the presentation of finished works in the role of choreographer or dancer

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide clear direction, feedback and encouragement to other dancers and technicians

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain content, phrasing and flow throughout dance pieces

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore the potential integration of projections in choreography or the use of video as the presentation format for choreography

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Articulate choreographic processes in journal or essay formats

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate complex dance pieces

  1. Review the dance-creation process against criteria in consultation with relevant personnel to improve and modify pieces
  2. Document and record dance reviews
  3. Use reflection skills to review, self-evaluate and apply information to future work
Review the dance-creation process against criteria in consultation with relevant personnel to improve and modify pieces

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Document and record dance reviews

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use reflection skills to review, self-evaluate and apply information to future work

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:

plan, develop and document a complex solo or group dance piece of a high compositional standard that:

combines one dance style with creative movements

incorporates other artists or dance forms

organise the performance of a complex group dance piece

evaluate the dance-creation process, including documenting the evaluation

collaborate with others involved in the choreographic and performance process.

Context of and specific resources for assessment

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

sprung floor

tarkett

mirrors and curtains

audio requirements

lighting and vision system requirements

costuming, make-up and hair requirements

set and props requirements

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, journals or other documentation and notation 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:

CUACHR403A Develop skills in the craft of choreography

CUADLT401A Document dance

CUADLT402A Explore the relationship between music and dance.

Required Skills and Knowledge

Required skills

communication and interpersonal skills to:

work collaboratively and in integrated ways with relevant personnel

provide direction and feedback to others

receive constructive feedback and apply it to future work

clarify an expressive intention

communicate intention to other dancers and technicians

initiative and creativity skills to:

develop new choreography that expresses one’s distinctive approach

translate a choreographic plan into a well-crafted and executed performance

follow through with own individual style or idea

learning and self-management skills to:

improve dance choreography skills through experimentation and practice

notate choreography in order to document, analyse and reproduce it

monitor, evaluate and revise own performance as well as that of others

planning skills to develop a choreographic plan

technical skills to:

translate intention into a choreographic plan that includes a variety of dance forms and structures

apply choreographic devices when arranging movement

apply elements of movement to dance creation

manipulate elements of movement

develop a distinctive approach to and treatment of movement materials

collaborate with other art forms to create original work

manipulate structural material, such as:

theme

variation

AB

ABA

rondo

incorporate a number of staging elements into dance pieces, such as:

audio

lighting

costuming, make-up and hair

set and prop design.

Required knowledge

fundamental elements of composition and choreographic tasks and analysis

choreographic devices and structures

dance as a form of communication

choreographic concepts, such as:

collage

cycles

sequencing

narrative themes

transitions

issues and challenges that arise in the context of composing dance

safe dance practices.

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.

Intention may include:

dance piece as a form of expressive, collaborative or interactive communication

message to be conveyed through movements and effects

mood to be conveyed

creative experience intended for audience

expressive effect on audience

creative and expressive outcome for dancers

representation of a particular dance style or theme.

Movement elements may include:

shape

space

dynamics

time.

Choreographic ideas may include:

musical score

costumes

props

staging

performance space

lighting.

Safe dance practices may include:

understanding the body’s capabilities and limitations, including:

alignment

flexibility (mobility)

strength (stability)

cardiorespiratory endurance

muscular endurance

warm-up and cool-down activities, such as:

gentle stretches

aerobic exercises

anaerobic exercises

breathing exercises

doing exercises and performing routines on flooring appropriate to the genre and style of dance, such as:

sprung softwood

tarkett

sprung parquet

tongue and groove hardwood

resined for ballroom and Latin dance

non-slip for ballet

wood for tap and Spanish

correct execution of dance steps

appropriate clothing and footwear

nutrition and diet.

High compositional standard may include:

mixture of the various components of choreography, such as:

movement

form

phrasing

structuring

stylisation

abstraction combined with one’s own style and expressive affect.

Notation may include:

shorthand

pictures

diagrams

graphics

using computer notation software specific to dance.

Presentation may include:

feedback discussion

video replays

journal entries

choreographic showings

drawings or diagrams

visual and audiovisual stimuli and reference

performance venues

projections or a screen dance format.

Dance-creation processmay include:

creativity

effectiveness

inspiration

audience response.

Relevant personnel may include:

teacher

performer

ensemble member

designer:

sound

lighting

costumes

make-up and hair

special effects

client

agent

conductor

tutor

mentor.