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Evidence Guide: CUADAN601A - Perform dance repertoire at a professional level

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

 

CUADAN601A - Perform dance repertoire at a professional level

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

Contribute to the rehearsal process

  1. Demonstrate an ability to prepare unsupervised for rehearsals
  2. Display professional work ethic with respect to concentration, focus and physical alertness with choreographers, rehearsal directors and fellow dancers
  3. Contribute to the creative process with a high level of initiative, confidence and skill
  4. Respond promptly to direction as required
  5. Practise and rehearse sequences until an optimum performance standard is reached
Demonstrate an ability to prepare unsupervised for rehearsals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Display professional work ethic with respect to concentration, focus and physical alertness with choreographers, rehearsal directors and fellow dancers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute to the creative process with a high level of initiative, confidence and skill

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Respond promptly to direction as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Practise and rehearse sequences until an optimum performance standard is reached

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Execute a professional level of artistry and presentation

  1. Refine professional facility in using feedback and choreographer or director's notes to enhance personal and group performance
  2. Demonstrate a professional level of performance presence and partnering techniques
  3. Show detailed interpretation as is required by the choreographer
  4. Execute complex variations ofrepertoire with accuracy and precision
  5. Exhibit a professional level of physical learning and adaptability to transfer class work into professional performances
Refine professional facility in using feedback and choreographer or director's notes to enhance personal and group performance

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Demonstrate a professional level of performance presence and partnering techniques

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Show detailed interpretation as is required by the choreographer

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Execute complex variations ofrepertoire with accuracy and precision

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Exhibit a professional level of physical learning and adaptability to transfer class work into professional performances

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Perform specified roles in chosen dance works

  1. Execute variations and repertoire of complexity with a high level of technical accuracy
  2. Convey a high level of spatial awareness appropriate to solo, group and partnering work
  3. Execute group and partnering work with a professional sense of cohesion and solo work with a professional sense of musical individuality
  4. Present variations and repertoire with a high level of artistry and assurance across chosendance styles and genres
Execute variations and repertoire of complexity with a high level of technical accuracy

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Convey a high level of spatial awareness appropriate to solo, group and partnering work

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Execute group and partnering work with a professional sense of cohesion and solo work with a professional sense of musical individuality

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Present variations and repertoire with a high level of artistry and assurance across chosendance styles and genres

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Incorporate performance techniques into professional level performances

  1. Undertake preparations appropriate to performance contexts
  2. Ensure that personal presentation is appropriate to performance contexts
  3. Apply performance psychology techniques to preparations
  4. Sustain focus and concentration to produce performances that show artistry, rhythm and musicality and convey the story and mood of the dance
  5. Convey choreographic intent of dances through confident and precise execution of performance techniques
  6. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or ensemble technique
Undertake preparations appropriate to performance contexts

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure that personal presentation is appropriate to performance contexts

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply performance psychology techniques to preparations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Sustain focus and concentration to produce performances that show artistry, rhythm and musicality and convey the story and mood of the dance

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Convey choreographic intent of dances through confident and precise execution of performance techniques

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or ensemble technique

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop professional practice

  1. Develop and refine professional work ethic
  2. Develop realistic parameters as a basis for extending scope of performance practice
  3. Identify regimes and artistic strategies that will refine own performance technique
Develop and refine professional work ethic

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop realistic parameters as a basis for extending scope of performance practice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify regimes and artistic strategies that will refine own performance technique

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 a wide range of repertoire at a professional level with individual artistic quality, interpretation and expression

participate as an integral part of a rehearsal process

display a professional work ethic

transfer classroom skills to performance contexts

develop professional practice.

Context of and specific resources for assessment

Assessment must ensure access to:

fully equipped dance studios

appropriate music or accompanists.

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 through full practical demonstration

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 dance technique, repertoire and performance skills.

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:

CUADAN603A Extend ballet technique to a professional level

CUADAN604A Extend ballet performance skills to a professional level

CUADAN611A Perform virtuoso contemporary dance technique

CUAIND601A Work professionally in the creative arts industry

CUAOHS602A Develop techniques for maintaining resilience in a competitive environment.

Required Skills and Knowledge

Required skills

communication skills to:

work collaboratively as part of an ensemble, duo and with independence as a soloist

respond appropriately to feedback on own skill development and performance

consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information

communicate to the audience though movement

initiative and enterprise skills to:

be an integral and committed member of a rehearsal process

dance with artistry and assurance

communicate mood, style and grace through dance

learning skills to:

perfect classical and contemporary ballet repertoire and performance skills through:

practising complex movements and sequences

a positive attitude and commitment to the rehearsal and performance process

observe and interpret physical skills

commit to developing performance quality and artistry in the given style

planning and organising skills to:

prepare for performances, auditions and competitions

plan practice time

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices and identify risk factors

demonstrate professional work ethic

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

technical dance skills to:

execute high level of competency in dance repertoire

demonstrate a high level of spatial awareness in group movements, including floor patterns and aerial pathways

exhibit a high level and range of coordination of limbs, torso and head

demonstrate a professional level of physical accuracy in performance

show professional level of consistency from one performance to the next.

Required knowledge

principles underlying dance movements and techniques, including:

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

risk factors in ballet for the physical body

rehearsal process

terminology associated with the chosen dance styles

staging considerations

musical rhythms, including:

time signatures

beat

tempo

syncopation

philosophical nature and history of the chosen dance styles and allied disciplines.

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.

Rehearsals may include:

processes that are unique to the choreographer

different types of contribution required of the dancer dependent on whether the choreographer requires movement replication or the construction or improvisation of solo or group sequences on designated themes or tasks

guest artists, staff or students as the choreographers

learning roles from video reproductions

expectations of students to understudy different roles that may or may not be performed.

Professional work ethicmay refer to:

consistent attendance at all rehearsals

punctuality and preparedness for rehearsal in maintaining movement material presented in previous rehearsals

concentration, cooperation, focus and physical alertness in relationships with:

choreographers

rehearsal directors

fellow dancers

contribution to the creative process confidently and skilfully where appropriate

responsiveness to and incorporation of feedback (choreographer’s or director’s notes) into the performance and rehearsal process

ability to become an integral part of a performance ensemble

responsibility for solo or extra group work if required

capacity to allow the choreographic work and process to inform technique and attitude

attendance at all associated production meetings, wardrobe fittings, technical rehearsals, spacing and plotting previews

respectful and responsive manner with crew members

professional level of physical accuracy in performance and consistency from one performance to the next

attendance at all scheduled warm-up sessions before performances.

Repertoire may include:

contemporary dance

romantic

classical

modern ballet

original choreography.

Physical learning and adaptability may include:

allied contemporary dance techniques, such as:

improvisation

duo

dance tumbling

high velocity acrobatic moves

set exercises or sequences

unseen exercises or sequences

sequences from a range of ballet techniques, such as:

Royal Academy of Dance (RAD)

Cecchetti

Vaganova

French

Balanchine

execution of extended sequences to right and left sides without prompting

self-correction.

Dance styles and genres may include:

ballet, including:

contemporary

modern

neoclassical

ballet-masquerade

ballet-melodramatique

romantic

imperial

contemporary dance

modern dance.

Preparationsmay include:

familiarisation with performance environment, including:

space

location

size

audience

preparation of space to ensure safety of self and others

mental preparation

immediate physical preparation

rehearsal appropriate to audience

awareness of time lines leading up to and immediately before performance

props

costumes or clothing

make-up

equipment

appropriate footwear

scores

sheet music

tapes

competitions and auditions:

rules

judging criteria, including:

general appearance

costumes

technique

execution

showmanship

entertainment value (the ‘x’ factor)

level of difficulty

originality and creativity

choreography

synchronisation

versatility.

Performance contexts may include:

professional production

solo

ensemble

corps de ballet

audition

competition.

Personal presentation may include:

costumes

accessories

make-up

hair

posture

way of moving.

Performance psychology techniquesmay include:

visualisations

affirmations

relaxation techniques

mental rehearsal

maintaining a work-life balance.

Extending scope of performance practice may include:

working effectively with tutor or coach

participating in professional development and other learning opportunities

undertaking training courses

practising systemically

participating in relevant groups or associations

experimenting with own performance

communicating with peers

being involved in a range of relevant performance activities

viewing and reviewing relevant performance events and activities.

Regimes and artistic strategies may include:

lectures

seminars

conferences

symposiums

master classes

professional organisations

practical workshops

performance rehearsals

individual training.