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Evidence Guide: CUADAN304A - Develop dance improvisational 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

 

CUADAN304A - Develop dance improvisational skills

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

Identify improvisational techniques used in dance

  1. Identify concepts involved in improvised dance performances
  2. Evaluate artistic and creative aspects of various styles of dance and dance sequences
  3. Confirm requirements for a short improvised performance brief
Identify concepts involved in improvised dance performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate artistic and creative aspects of various styles of dance and dance sequences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm requirements for a short improvised performance brief

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare the body for dance

  1. Perform basic warm-upandcool-down activities
  2. Adhere to injury-prevention techniques
  3. Take common health concerns for dancers into account when devising own physical conditioning program
Perform basic warm-upandcool-down activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adhere to injury-prevention techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take common health concerns for dancers into account when devising own physical conditioning program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise dance improvisation using various stimuli

  1. Identify typical movement and travel associated with various stimuli, including music and non-music sources
  2. Explore natural body response to various stimuliusing extended dance technique
  3. Develop a body part movement during improvisation that can be repeated as a motif,specific to the stimuli
  4. Communicate mood and emotion of stimuli through improvisation
  5. Demonstrate an expressive interpretation of the stimuli through dance
Identify typical movement and travel associated with various stimuli, including music and non-music sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore natural body response to various stimuliusing extended dance technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a body part movement during improvisation that can be repeated as a motif,specific to the stimuli

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate mood and emotion of stimuli through improvisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate an expressive interpretation of the stimuli through dance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform improvised sequence

  1. Set movement boundaries for individual improvisational pieces within a set timeframe reflecting appropriate level of dance technique
  2. Rehearse and perform extended improvised sequence adhering to set boundaries
  3. Evaluate improvised work in relation to criteria set and gain feedback from relevant personnel
  4. Apply feedback to future performances
Set movement boundaries for individual improvisational pieces within a set timeframe reflecting appropriate level of dance technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Rehearse and perform extended improvised sequence adhering to set boundaries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate improvised work in relation to criteria set and gain feedback from relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply feedback to future performances

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:

perform an improvised dance sequence adhering to established movement boundaries

work collaboratively with others when developing improvisations.

Context of and specific resources for assessment

Assessment must ensure access to:

relevant stimuli

equipment to ensure safety.

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

cases studies and scenarios as a basis for discussing issues in performance of improvisations

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

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:

CUADAN308A Increase depth of contemporary dance technique

CUADAN309A Increase depth of street dance technique

CUAMUP301A Prepare personal appearance for performances

CUAPRF201A Prepare self for performances

CUAPRF307A Develop performance techniques.

Required Skills and Knowledge

Required skills

communication and teamwork skills to:

interpret and respond to stimuli, such as music, words, text or silent space

listen effectively to identify and incorporate various rhythms and themes in movement and performance

work collaboratively with others where required

communicate mood and emotion of various stimuli through dance

receive constructive feedback and apply it to future work

initiative and enterprise skills to:

collect information about various styles of dance and improvisation

listen critically to create improvisation

apply appropriate styles or interpretations

work creatively with others

follow through with own individual style or idea

self-management and learning skills to:

plan own practice time

evaluate and seek feedback for improvisations

improve performance through experimentation and practice

respond appropriately to pressures of performance

technical skills to:

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

demonstrate extended dance technique for performance

use a range of improvisational techniques

display appropriate emotions through movement, facial expressions and dance

apply health and safety techniques to dance.

Required knowledge

characteristics of chosen dance styles and techniques for improvisation within those styles

techniques for expression through dance

dance vocabulary relevant to chosen dance styles

issues and challenges that arise in the context of developing improvisational skills

OHS practices, procedures and standards as they apply to working with recorded music, lighting and staging.

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.

Conceptsmay include:

using imagination

interpreting and responding to stimuli, such as music, words or text

following through with own individual style or idea

allowing one’s own movement to flow uninterrupted

recreating certain style, genre or era

listening effectively to identify and incorporate various rhythms

interpreting stimuli appropriately for improvisation

using aural and other stimuli to develop themes in movement and performance.

Styles of dance may include:

ballet

jazz

tap

street

modern

contemporary

cultural

social.

Requirements may include:

dance style

equipment

stimuli

music

silence

length of piece.

Warm-up activitiesmay include:

minor stretches

joint-mobility exercises

flexibility exercises

aerobic activities

coordinated breathing activities.

Cool-down activitiesmay include:

floor work

stretching.

Injury-prevention techniquesmay 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

using appropriate equipment, such as barre, mirror and sprung floors.

Common health concernsmay include:

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.

Stimuli may include:

music, such as:

any type of musical style, 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.

Motifmay include:

a rhythm

an expression

a body part

a statue

a movement pattern.

Movement boundariesmay include:

limited or extended space

highlighting of a body part

musical restrictions

limited timeframe

style of movements

addition of vocal sounds

addition of other improvising bodies

use of props.

Ways toevaluatemay include:

looking at the:

emotional response

composition balance

appropriate level of dance technique.

Relevant personnelmay include:

agent

choreographer

director

producer

representatives of dance societies

teacher.