Research dance concepts Evidence Guide

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Evidence Guide: CUARES401A - Research dance concepts

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!

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CUARES401A - Research dance concepts

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

Clarify research brief

Confirm topic or content to be researched with relevant personnel, including deadline for completion
Determine issues and questions to be answered through research activity
Identify advantages and disadvantages of research and data-gathering techniques and choose those that best meet requirements
Discuss research ideas fully and constructively with relevant personnel and agree on format for presenting research findings

Confirm topic or content to be researched with relevant personnel, including deadline for completion

Completed
Date:

Teacher:

Evidence:

Determine issues and questions to be answered through research activity

Completed
Date:

Teacher:

Evidence:

Identify advantages and disadvantages of research and data-gathering techniques and choose those that best meet requirements

Completed
Date:

Teacher:

Evidence:

Discuss research ideas fully and constructively with relevant personnel and agree on format for presenting research findings

Completed
Date:

Teacher:

Evidence:

Conduct research

Identify appropriate sources of information oncontemporary dance concepts relevant to research briefs
Design research tools as required
Establish contact with a sufficiently wide and varied range of sources to optimise information gathering using appropriate research equipment
Approach relevant sources promptly and in a way most likely to elicit the required information
Adjust research strategies as required without compromising outcomes
Maintain accurate and comprehensive records and details of information sources using an appropriate record-keeping system

Identify appropriate sources of information oncontemporary dance concepts relevant to research briefs

Completed
Date:

Teacher:

Evidence:

Design research tools as required

Completed
Date:

Teacher:

Evidence:

Establish contact with a sufficiently wide and varied range of sources to optimise information gathering using appropriate research equipment

Completed
Date:

Teacher:

Evidence:

Approach relevant sources promptly and in a way most likely to elicit the required information

Completed
Date:

Teacher:

Evidence:

Adjust research strategies as required without compromising outcomes

Completed
Date:

Teacher:

Evidence:

Maintain accurate and comprehensive records and details of information sources using an appropriate record-keeping system

Completed
Date:

Teacher:

Evidence:

Analyse and research findings

Critically analyse and interpret research information
Develop a cohesive argument based on the analysis
Reference sources and develop a bibliography
Check facts to ensure their accuracy before including them in research findings
Make judgements about how much information to include in research findings and be clear on the rationale for doing so
Develop conclusions and recommendations as required in consultation with relevant personnel

Critically analyse and interpret research information

Completed
Date:

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Evidence:

Develop a cohesive argument based on the analysis

Completed
Date:

Teacher:

Evidence:

Reference sources and develop a bibliography

Completed
Date:

Teacher:

Evidence:

Check facts to ensure their accuracy before including them in research findings

Completed
Date:

Teacher:

Evidence:

Make judgements about how much information to include in research findings and be clear on the rationale for doing so

Completed
Date:

Teacher:

Evidence:

Develop conclusions and recommendations as required in consultation with relevant personnel

Completed
Date:

Teacher:

Evidence:

Present research

Organise information logically and clearly in the agreed format
Present information to relevant personnel by agreed deadlines
Identify key issues for further research or discussion with relevant personnel
Seek feedback on the quality of research outcomes and note areas for improvement

Organise information logically and clearly in the agreed format

Completed
Date:

Teacher:

Evidence:

Present information to relevant personnel by agreed deadlines

Completed
Date:

Teacher:

Evidence:

Identify key issues for further research or discussion with relevant personnel

Completed
Date:

Teacher:

Evidence:

Seek feedback on the quality of research outcomes and note areas for improvement

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: clarify research briefs gather reliable and valid information from a range of sources in response to research briefs document findings on a range of topics presented in an appropriate format by agreed deadlines articulate ideas in a formal presentation.
Context of and specific resources for assessment	Assessment must ensure access to: a computer, the internet, information collection software and other research equipment information sources appropriate learning and assessment support when required.
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 evaluation of research findings prepared in response to a range of briefs case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of researching contemporary dance concepts verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit and to determine candidate's approach to conducting research. 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: BSBCRT401A Articulate, present and debate ideas CUAWRT501A Write about dance CUVRES401A Undertake historical and theoretical research to inform own arts practice.

Required Skills and Knowledge

Required skills

communication and teamwork skills to:

present information and research findings in a way that is easily understood by others

use industry and community networks as sources of information

negotiate changes to research briefs

work with relevant personnel to clarify a research brief and discuss research ideas

initiative and flexibility skills to:

follow new leads in the course of research activities

respond to difficulties encountered during the course of research activities

apply research findings to contemporary dance practice and develop positions in relation to the research

planning and writing skills to:

organise information logically and in line with its intended purpose

document research findings clearly and concisely

analytical and literacy skills to interpret and summarise information and research findings

self-management skills to work under pressure and meet deadlines.

Required knowledge

contemporary dance practice

effective communication techniques, including:

effective listening

questioning

non-verbal cues

legal issues that affect research activities, such as:

intellectual property and privacy legislation

features of commonly used quantitative and qualitative research methodologies

protocols to be observed when collecting information of a culturally sensitive nature

OHS standards as they relate to working for periods of time on computers.

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.

Topic or contentmay include:	history and development of western theatre dance from early 19th century to present day lineages that influenced the development of dance forms in Australia sociopolitical contexts of ballet and modern or contemporary dance in western culture aesthetic characteristics and philosophies of selected choreographers critical approach to creation of dance works in the context of: gender class ethnicity historical change diversity of perspectives in contexts of dance through time characteristics of various styles of dance, such as: Court Ballet Romanticism Russian Classicalism Ballet Russes modern ballet early modernism in German and the USA modern dance African American dance post-modern dance review of dance performances analysis of how different concepts of contemporary dance may be used, adopted or challenged within dance practice contemporary dance practitioners.
Relevant personnelmay include:	teacher manager client colleague other performer production and technical staff.
Advantagesmay include:	desk research: inexpensive permits examination of trends over past observation: provides more detailed and context-related information permits collection of information on facts not mentioned in an interview permits tests of reliability of responses to questionnaires interviewing: suitable for use with those with literacy difficulties permits clarification of questions has higher response rate than written questionnaires questionnaires or surveys (hard copy or online): less expensive permits anonymity and may result in more honest responses eliminates bias participant observation: provides rich data may have positive spin offs of knowledge and skills by researchers and informants.
Disadvantagesmay include:	desk research: data not always easily accessible ethical issues concerning confidentiality may arise information may be inaccurate observation: ethical issues concerning privacy observer bias may occur presence of observer can bias result interviewing: interviewer bias may result presence of interviewer can influence response questionnaires: not appropriate for those with literacy issues low rate of response online surveys rely on people having access to and feeling comfortable with responding online misunderstanding of questions being asked participant observation: participant can influence behaviour of others usually requires extra training for researcher.
Research and data gathering techniquesmay include:	qualitative, such as: observation, including participant observation interviews attending dance performances quantitative, such as: questionnaires surveys.
Format for presenting research findingsmay include:	audio and visual presentations interactive media presentations verbal briefings, talks or presentations written reports.
Sources of informationmay include:	dance texts and anthologies historical texts libraries, such as: text film video sound graphic government departments museums and galleries archives media archives enterprise policies, procedures and journals journal articles newspaper reviews internet images stories personal observations and experience interviews with dance practitioners attendance at performances.
Informationmay include:	dance history and criticism aesthetics diversity of style and forms signs and symbols myths and legends technical aspects of performances new technologies spiritual concerns cultural issues politics gender and identity issues.
Research toolsmay include:	questions for personal interviews or focus groups surveys, such as: print online telephone observation checklists journal notes of performances.
Research equipmentmay include:	telecommunication equipment, such as: telephone mobile phones pagers fax machine computers with internet access answering machine photocopier computer and software, such as: word processing spreadsheet database calculator tape recorder camcorder mini DV tapes.
Record keepingmay include:	electronic, such as: databases spreadsheets statistical software applications manual, such as card index file.
Critical analysis may include:	comparing contrasting reflecting critiquing discussion and debate.

NTISthis.com

Evidence Guide: CUARES401A - Research dance concepts

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUARES401A - Research dance concepts

Clarify research brief

Conduct research

Analyse and research findings

Present research

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _