Increase depth of Aboriginal and Torres Strait Islander dance technique Evidence Guide

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Evidence Guide: CUADAN302A - Increase depth of Aboriginal and Torres Strait Islander dance technique

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

CUADAN302A - Increase depth of Aboriginal and Torres Strait Islander dance technique

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

Consolidate understanding of traditional Indigenous performing arts

Explore historical and contemporary aspects and roles of performing arts practice for individuals and families within Aboriginal and Torres Strait Islander communities
Identify cultural values and principles in relation to artistic performance within Indigenous Australian communities
Seek advice from relevant personnel as required regarding customary law principles and how they affect own dance practice
Discuss with relevant personnel the connection between traditional and contemporary cultural performing arts practice

Explore historical and contemporary aspects and roles of performing arts practice for individuals and families within Aboriginal and Torres Strait Islander communities

Completed
Date:

Teacher:

Evidence:

Identify cultural values and principles in relation to artistic performance within Indigenous Australian communities

Completed
Date:

Teacher:

Evidence:

Seek advice from relevant personnel as required regarding customary law principles and how they affect own dance practice

Completed
Date:

Teacher:

Evidence:

Discuss with relevant personnel the connection between traditional and contemporary cultural performing arts practice

Completed
Date:

Teacher:

Evidence:

Develop a body of information on the Australian cultural tourism industry

Determine interrelationships between cultural tourism, cultural heritage and performing arts industries in relation to Aboriginal and Torres Strait Islander performing arts activities
Record, monitor and file information in simple and accessible ways
Use opportunities to update knowledge of the cultural tourism, cultural heritage and performing arts industries and incorporate relevant information into professional dance practice

Determine interrelationships between cultural tourism, cultural heritage and performing arts industries in relation to Aboriginal and Torres Strait Islander performing arts activities

Completed
Date:

Teacher:

Evidence:

Record, monitor and file information in simple and accessible ways

Completed
Date:

Teacher:

Evidence:

Use opportunities to update knowledge of the cultural tourism, cultural heritage and performing arts industries and incorporate relevant information into professional dance practice

Completed
Date:

Teacher:

Evidence:

Develop Indigenous Australian dance techniques

Identify the influence of customs and time in relation to dress or costuming, props, sets, music and cultural knowledge involved in dance activities of different styles of Indigenous Australian dances
Explore the relationships in which musical elements, dramatic role and performance techniques form a distinctive character of particular pieces or performances
Establish a relationship with a performing arts mentor to determine the cultural protocols, purpose, style, content and protocol parameters of dance routines
Develop a mentoring plan, detailing support and assistance in consultation with a mentor or professional dance performer
Choreograph sequences of body movement activities as simple dance performances in relation to a chosen cultural story or musical piece
Develop a repertoire of fluid positions, movements and actions in differing patterns and poses in conjunction with mentors
Seek feedback from relevant personnel to facilitate improvement in Indigenous Australian dance techniques

Identify the influence of customs and time in relation to dress or costuming, props, sets, music and cultural knowledge involved in dance activities of different styles of Indigenous Australian dances

Completed
Date:

Teacher:

Evidence:

Explore the relationships in which musical elements, dramatic role and performance techniques form a distinctive character of particular pieces or performances

Completed
Date:

Teacher:

Evidence:

Establish a relationship with a performing arts mentor to determine the cultural protocols, purpose, style, content and protocol parameters of dance routines

Completed
Date:

Teacher:

Evidence:

Develop a mentoring plan, detailing support and assistance in consultation with a mentor or professional dance performer

Completed
Date:

Teacher:

Evidence:

Choreograph sequences of body movement activities as simple dance performances in relation to a chosen cultural story or musical piece

Completed
Date:

Teacher:

Evidence:

Develop a repertoire of fluid positions, movements and actions in differing patterns and poses in conjunction with mentors

Completed
Date:

Teacher:

Evidence:

Seek feedback from relevant personnel to facilitate improvement in Indigenous Australian dance techniques

Completed
Date:

Teacher:

Evidence:

Demonstrate technical requirements of Indigenous Australian performance and material

Under direction of mentors employ appropriate cultural and aesthetic aspectsof Indigenous Australian community in the design of appropriate techniques, language and movementsto perform culturally appropriate solo and ensemble Indigenous Australian dance sequences
Perform sequences of dance movements and activities, alone and with others, which appropriately express cultural content and context, and accord with cultural, customary law, copyright and intellectual property requirements
Explore and apply methods used to ensure cultural maintenance in relation to performing cultural or cultural tourism Aboriginal and Torres Strait Islander dance
Follow cultural protocols, ethics and traditions when rehearsing and performing

Under direction of mentors employ appropriate cultural and aesthetic aspectsof Indigenous Australian community in the design of appropriate techniques, language and movementsto perform culturally appropriate solo and ensemble Indigenous Australian dance sequences

Completed
Date:

Teacher:

Evidence:

Perform sequences of dance movements and activities, alone and with others, which appropriately express cultural content and context, and accord with cultural, customary law, copyright and intellectual property requirements

Completed
Date:

Teacher:

Evidence:

Explore and apply methods used to ensure cultural maintenance in relation to performing cultural or cultural tourism Aboriginal and Torres Strait Islander dance

Completed
Date:

Teacher:

Evidence:

Follow cultural protocols, ethics and traditions when rehearsing and performing

Completed
Date:

Teacher:

Evidence:

Maintain health and safety during dance performance

Take responsibility for own and others’ safety in compliance with OHS policies during practice and performance of dance routines
Implement strategies that ensure environmentally friendlyimpact of dance performances
Establish and maintain a positive personal work ethic
Respond to opportunities to enhance cultural and technical skills and knowledge
Seek audience feedback and apply continuous improvement strategies to performance techniques

Take responsibility for own and others’ safety in compliance with OHS policies during practice and performance of dance routines

Completed
Date:

Teacher:

Evidence:

Implement strategies that ensure environmentally friendlyimpact of dance performances

Completed
Date:

Teacher:

Evidence:

Establish and maintain a positive personal work ethic

Completed
Date:

Teacher:

Evidence:

Respond to opportunities to enhance cultural and technical skills and knowledge

Completed
Date:

Teacher:

Evidence:

Seek audience feedback and apply continuous improvement strategies to performance techniques

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: express knowledge of the context and structure of cultural systems within relevant Aboriginal and Torres Strait Islander communities, including the role of dance, story-telling, music and body painting as expressions of cultural systems discuss the implications of cultural heritage, cultural tourism and performing arts industries on the context and performance of Indigenous Australian dance sequences apply Aboriginal and Torres Strait Islander community cultural beliefs and protocols when working with people from various communities develop a mentoring relationship, including the ability to negotiate the terms of a professional relationship safely and cooperatively execute basic dance movement appropriate to Indigenous Australian dance forms.
Context of and specific resources for assessment	Assessment may take place on the job, off the job (for example in communities and training organisations) or a combination of on and off the job. This unit requires access to: Aboriginal and Torres Strait Islander elders, custodians and other culturally knowledgeable people authorised by their communities to act as mentors in performance disciplines appropriate dance performance areas or spaces, including outdoor locations relevant instruments, sets, props, costuming and other equipment music, stories, and dance ensembles performance opportunities. Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training. They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected.
Method of assessment	While the knowledge can be tested in written and oral assignments, performance evidence needs to be collected in actual or realistic simulated situations. It also needs to be assessed on a number of occasions. 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 group discussion evaluation of live or recorded performances journal work, including recording and evaluating the dance methodology, and evaluating the 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 dance performance skills direct observation of candidate in rehearsals 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). Training and assessment can be undertaken in conjunction with Aboriginal and Torres Strait Islander persons.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUADAN301A Explore rhythm in the context of dance or movement technique CUAOHS301A Condition the body for dance performances.

Required Skills and Knowledge

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

implement conflict management and negotiation skills as required

respond appropriately to feedback on own skill development and performance

participate in, monitor and review mentoring arrangements with Aboriginal and Torres Strait Islander people

initiative and enterprise skills to:

choreograph simple movement sequences

dance with confidence and projection

investigate and employ relevant cultural protocols and culturally appropriate communication

observe protocols appropriate to the Aboriginal and Torres Strait Islander community in dance performances

learning skills to:

incorporate expression of appropriate dramatic nuance and movement into performance pieces

improve own Aboriginal and Torres Strait Islander dance techniques through practice, performances and ongoing commitment to dance performance

improvise movement sequences

literacy skills to:

identify, read and understand cultural, tourism or performing arts industry information

undertake research and interpret research findings

planning and organising skills to:

plan and execute own warm-up and cool-down routines

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

follow procedures to minimise the environmental impact of performance activities on the environment

observe dance discipline and follow direction

follow safe dance practices at all times

teamwork skills to work collaboratively with others involved in dance classes and performances

technology skills to search for and download information from the internet.

Required knowledge

overview knowledge of:

OHS in the context of performing Aboriginal and Torres Strait Islander dance

stagecraft as it relates to dancers, including:

costumes

make-up

props

lighting

structures and roles or functions of cultural heritage, cultural tourism and performing arts industries, including their interrelationships, occupational and industry legislation, licensing and accreditation schemes

well-developed knowledge of:

values and major features in contemporary Indigenous Australian cultures

traditions of ownership and protocols relating to created work and dance performance in Aboriginal and Torres Strait Islander cultures, including:

music

artefacts

body painting

costumes

history and role of performing arts within Aboriginal and Torres Strait Islander culture and ways in which values and protocols may impact on work practices in different environments, including:

commercialisation of cultural material

tourism

intellectual property

knowledge of protocols in relation to moral rights

legislative and regulatory requirements within the performing arts industry

legislative and regulatory requirements regarding customary law, including:

Australian Indigenous Cultural and Intellectual Property

those of the National Indigenous Arts Advocacy Association

choreographic techniques

principles underlying dance 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 motion of the joints

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

principles of interpersonal communication

performing arts terminology.

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.

Cultural values and principlesmay include:	sensitive cultural values and principles, including: acceptance within and by the community as an Aboriginal and Torres Strait Islander person understanding and maintenance of own lore, land and traditions (cultural identity issues) internal family and community construction politics levels of acknowledgement and respect for: customs cultural values religious expression personal and group responsibility and dignity social and cultural differences, including: structure of community representation and powers of delegation differing approaches to the concept of respect particular individual and community circumstances and histories: place or geographical location access to services, such as education, health and transport language, such as Aboriginal English, Torres Strait Kriol, and traditional languages cultural diversity cultural groupings skin, country and language groups family structures kinship women’s roles men’s roles relationship to land and customs racism and discrimination issues that may affect an individual’s cultural identity relationships between land, sea, lore, law, family and ancestors recognition, respect and compliance with Indigenous laws and economy nature of performing arts, including: significance of cultural arts within a given community ways in which performance of dance is culturally appropriately promoted and distributed. economic significance, including: positive impacts on local community economy role of the arts within community development link between the arts and other areas of economic activity, such as tourism.
Relevant personnelmay include:	choreographers community members custodians elders managers mentors performers supervisors.
Customary lawmay include:	rules, values, traditions and protocols governing behaviour in Aboriginal and Torres Strait Islander communities and contexts customs and protocols as required in particular locations and situations, such as: access to information use of signs, symbols, movement or musical sequences communication protocols expected to be followed beliefs and traditions related to land, sea, lore, law, family and ancestors.
Differences betweencultural tourism, cultural heritage and performing arts industriesmay include:	local, state and federal industry structures, codes, ethics, roles and markets within the tourism industry natural heritage, culture and tourism as a public domain and the maintenance of cultural integrity role of cultural heritage for local Indigenous and non-Indigenous communities tourism markets and their relevance to industry sectors, including employment and career opportunities ways of working within the Indigenous Australian context, in particular customary law, values and beliefs understanding the needs and rights of all relevant parties.
Musical elements may refer to:	acoustics aesthetic qualities beat cultural context dynamics expression form or structure genre harmony and chords interpretation melody notation nuance ornamentation phrasing pitch rhythm scales sound production tempo timbre or tone colour time signatures tonality.
Performance techniques may include:	application of stagecraft, for example stage directions, such as: back of stage centre of stage down stage appropriate timing breathing communication with audience coordinated symmetrical and asymmetrical movements demonstrated awareness of performance practice in the style or musical context improvisation musical interpretation of rhythm and style spatial awareness stage presence and dramatic nuance using strength and agility relevant to dance form.
Cultural protocols:	must include: rules of behaviour governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal societies and Torres Strait Islander societies full set of protocols of a particular community or cultural grouping, which is likely to be unique following community protocols and rules of behaviour, including: obtaining and sharing information and materials visiting individuals and communities and requesting permission for activities strategies may include: non-verbal techniques, such as gestures display of positive regard and respect non-judgemental approaches forming partnerships with all cultural groups to achieve particular work goals monitoring and reflecting on own actions to ensure cultural values are not imposed on others.
Mentoring plan must include:	agreed reporting mechanisms agreed timeframes monitoring and review strategies objectives purpose rights and responsibilities of each party roles, including cultural, personal and professional.
Choreographic techniques may refer to:	imposition improvisation dance composition notation cultural and aesthetic aspects of Indigenous Australian dance performance, such as: body paint make-up hair costuming sets scenery stagecraft venue maximising cultural maintenance in choreography and performance of dance for multicultural expression.
Body movement activities may include:	upper and lower body movements: adaptation and development for body movement combining movement sequences using leaps, jumps, swinging, stretching, turning in position and moving combining weight transfer and non-weight transfer techniques working in even or uneven timing and uncommon metre executing sequences with frequent changes of facing direction coordinating movement with others moving with safety and consideration for others balanced positions, including: elevation of steps body positions transitions while in motion and while stationary.
Cultural and aesthetic aspectsmay include:	application of physical, spiritual and conceptual perspectives of choreography lore emanating from land, landscape or location that encapsulates and defines movement, including: mimicry body markings and painting make-up costuming use of props, sets and scenes interpretation and application of music or song roles expression of emotion and meaning traditional gender roles and responsibilities in relation to dance performance children’s dances what may be imparted to particular audiences and how improvisational techniques.
Techniques, language and movement may include:	knowledge of physical, spiritual and conceptual perspectives on the choreography of traditional dance form visualisation appropriate timing, posture and attitude rhythm and style improvisation footwork coordination and eye focus appropriate to the form kinaesthetic awareness physical alignment musicality dance forms, including: styles or kinds of dance performance characteristic of particular language groups, regions or cultural purpose, or gender or age of dancers use of community-appropriate: body or face marking vocal and speech patterns body language humour costuming props music knowledge Aboriginal and Torres Strait Islander dance sequences must include: documented consideration of the relationship and contribution of cultural identity and personal politics to choreographic interpretation, characterisation and performance structured performance parameters target audience and venue parameters.
Cultural maintenancemust include:	protection and sustainability of: natural and cultural integrity stories song lines spiritual practices artefacts sites of significance language responsibilities and obligations to individuals, country and the community authentic replication of approved: cultural stories music in the dance form for demonstration of culture outside the community environment issues relating to protection and appropriate exploitation of cultural heritage material, including: Indigenous communal rights Indigenous cultural and intellectual property laws relating to fraud and forgery import and export of culturally significant objects issues that may threaten beliefs and knowledge related to traditional land, sea, lore, law, family and ancestors.
OHS must include:	identifying hazards and assessing risks using flooring that is maintained, sufficiently spaced and appropriate for full body activities lighting, heating and air-conditioning that meet regulations legislation and regulation of OHS for the entertainment industry appropriate workwear adequate footcare and use of appropriate footwear awareness of repetitive movement, fatigue and prevention of injuries manual handling identifying and addressing specific health implications maintaining a physical conditioning program.
Environmentally friendlymust include:	maintenance of sustainable environment, including: applying measures to reduce energy consumption, such as: light emitting diode (LED) lights or fluorescent light bulbs turning lights off when not in use recycling materials reducing water usage, such as sweeping rather than hosing maintaining biodiversity and protecting habitat from damage being aware of air quality and noise.
Personal work ethicmay refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Opportunities to enhance cultural and technical skillsmay include:	audience feedback implementing continuous improvement strategies ongoing evaluation as per mentoring plan research affiliations with industry and community bodies and professional dance organisations ongoing implementation of strategies to maintain peak performance ongoing practice of dance techniques.

NTISthis.com

Evidence Guide: CUADAN302A - Increase depth of Aboriginal and Torres Strait Islander dance technique

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUADAN302A - Increase depth of Aboriginal and Torres Strait Islander dance technique

Consolidate understanding of traditional Indigenous performing arts

Develop a body of information on the Australian cultural tourism industry

Develop Indigenous Australian dance techniques

Demonstrate technical requirements of Indigenous Australian performance and material

Maintain health and safety during dance performance

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _