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Evidence Guide: CUAPRF404A - Refine movement skills for performance

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

 

CUAPRF404A - Refine movement skills for performance

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

Develop an understanding of movement principles

  1. Explore the range of movement patterns and their associated skills
  2. Become familiar with basic performance cues associated with movement patterns and skills
  3. Discuss ways of developing own movement skills with relevant personnel
Explore the range of movement patterns and their associated skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Become familiar with basic performance cues associated with movement patterns and skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss ways of developing own movement skills with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare the body for movement

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adhere to injury-prevention techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise a range of movements

  1. Use a range of sources to generate ideas for movement routines
  2. Apply knowledge of performance cues to practise full range of movement patterns
  3. Apply knowledge of anatomical alignment principles in movement exercises
  4. Practise controlling balance in a range of positions
  5. Use feedback from teachers and mentors to identify and develop ways to improve own movement skills
Use a range of sources to generate ideas for movement routines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of performance cues to practise full range of movement patterns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply knowledge of anatomical alignment principles in movement exercises

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise controlling balance in a range of positions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use feedback from teachers and mentors to identify and develop ways to improve own movement skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop performance attributes

  1. Incorporate movement patterns into routines in ways that convey their dramatic intent
  2. Incorporate basic rhythmic structures and musicality into movement routines
  3. Ensure that flow and interaction with other performers are smooth and well-timed
  4. Work on developing a strong sense of individuality and presence in the execution of sequences
  5. Develop techniques for incorporating unseen combinations with speed and verve
Incorporate movement patterns into routines in ways that convey their dramatic intent

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate basic rhythmic structures and musicality into movement routines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that flow and interaction with other performers are smooth and well-timed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Work on developing a strong sense of individuality and presence in the execution of sequences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop techniques for incorporating unseen combinations with speed and verve

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 range of movement routines that demonstrate:

understanding of human movement principles and their application in performance

well-developed movement techniques appropriate to specific performance contexts

incorporate rhythmic structures and musicality into movement routines

cooperate with others in a learning and performance environment.

Context of and specific resources for assessment

Assessment must ensure access to appropriate performance areas or spaces.

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:

direct questioning combined with review of portfolios of evidence

third-party workplace reports of on-the-job 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 movement skills

direct observation of the candidate in practice sessions 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).

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUADAN402A Improvise an advanced dance sequence

CUADAN409A Develop expertise in contemporary dance technique.

Required Skills and Knowledge

Required skills

communication skills to:

discuss movement concepts and techniques with relevant personnel

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

work creatively with music and dance

dance with style and strong stage presence

observe and accurately interpret physical skills

learning skills to:

develop strong movement techniques through:

practising complex movements and routines

a positive attitude to learning and a willingness to experiment

develop a movement memory

planning and organising skills to plan and execute own warm-up and cool-down routines

self-management skills to:

achieve movement responses within personal capabilities

follow direction

apply safe performance practices

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

Required knowledge

well-developed knowledge of:

principles underlying physical 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 joint motion

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

overview knowledge of:

movement philosophies, such as:

Alexander technique

Bartenieff fundamentals

Feldenkrais method

Ideokinesis

Pilates

yoga

Thera-Band.

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.

Movement patternsinclude:

sending

receiving

accompanying

evading

locomotor movements

landings

statics

swings

rotations

springs.

Associated skills may include:

sending:

throwing

striking

receiving:

catching

collecting

accompanying:

dribbling

carrying

evading:

dodging

faking

screening

locomotor movements:

displacement of the body from one place to another

landings:

on feet

on hands

while rotating

statics:

balances

supports

hangs

swings:

from supports

from hangs

rotations:

around axis of the body

longitudinal

media

lateral

springs:

from the arms

from the legs.

Basic performance cues associated with movement patternsmay include:

sending

receiving

accompanying

evading

locomotor movements

landings

statics

swings

rotations

springs.

Relevant personnel may include:

teachers

mentors

coaches

medical practitioners

nutrition experts

colleagues

family members

performers.

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 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 and sprung floors

attention to teacher.

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.

Sources may include:

inspiration

imagination

life experience

actual events or facts

internet

other media

educational texts and resources

travel

observation

different experiences

memoirs or diaries.

Generating ideas may include:

brainstorming

researching

exercises

asking questions

role-playing

making analogies

interviewing

looking at the subject from different viewpoints.

Anatomical alignment principlesrelate to:

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.

Dramatic intent may relate to conveying a sense of:

comedy

character

tragedy

romance

wistfulness

yearning

fun

happiness.