NTISthis.com

Evidence Guide: CUARES501A - Refine conceptual understanding of dance

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

 

CUARES501A - Refine conceptual understanding of dance

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

Select a focus for research

  1. Consult with relevant personnel and select a focus for research based on individual needs and perspectives
  2. Make an initial determination of the information and ideas to be sought
  3. Challenge own assumptions and preconceptions about the research process and potential information sources
  4. Select relevant historical and contemporary sources for investigation
  5. Locate relevant recordings of dance sequences and other documentary material to aid with research and analysis
Consult with relevant personnel and select a focus for research based on individual needs and perspectives

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make an initial determination of the information and ideas to be sought

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Challenge own assumptions and preconceptions about the research process and potential information sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select relevant historical and contemporary sources for investigation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Locate relevant recordings of dance sequences and other documentary material to aid with research and analysis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct critical analysis

  1. Seek out and compare the critical views of others in chosen area of enquiry
  2. Investigate issues around the historical and contemporary production, interpretation and promotion of dance
  3. To aid analysis, place dance in a range of cultural contexts and consider ways in which dance as a component of culture travels and transforms over time and place
  4. Allow the process of analysis to take exploration of issues in new and potentially unintended directions
Seek out and compare the critical views of others in chosen area of enquiry

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate issues around the historical and contemporary production, interpretation and promotion of dance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

To aid analysis, place dance in a range of cultural contexts and consider ways in which dance as a component of culture travels and transforms over time and place

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Allow the process of analysis to take exploration of issues in new and potentially unintended directions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present research findings

  1. Develop substantiated opinions and ideas in relation to research topic
  2. Take account of the diversity of perspectives of dance in various historical periods and cultural contexts
  3. Discuss issues associated with research findings with colleagues and incorporate new ideas as appropriate
  4. Present findings to colleagues in a format appropriate to the research topic within agreed timeframe
Develop substantiated opinions and ideas in relation to research topic

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take account of the diversity of perspectives of dance in various historical periods and cultural contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss issues associated with research findings with colleagues and incorporate new ideas as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present findings to colleagues in a format appropriate to the research topic within agreed timeframe

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:

undertake research into an aspect of dance practice

participate in informed discussions about dance concepts

present findings of research in a way that demonstrates:

fundamental knowledge of the different perceptions of dance in different cultural contexts

appreciation of the place of popular genres in the development of dance as an art form

ability to interpret movement material.

Context of and specific resources for assessment

Assessment must ensure:

access to a range of dance history and theory information sources

interaction with others as part of the discussion process.

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:

evaluation of presentation or documentation prepared explaining research processes and how issues surrounding history or theory have been incorporated into work

case studies to assess ability to research and use different types of information

questioning and discussion about candidate’s intentions and the work outcome

written or verbal reports developed visual or written documentation

direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance.

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

CUVRES502A Analyse cultural history and theory.

Required Skills and Knowledge

Required skills

analytical and literacy skills to:

analyse varied information sources dealing with potentially complex ideas

observe and interpret physical skills from an informed viewpoint

audiovisual literacy skills to:

define movement characteristics

identify specific choreographic, historical or ethnic styles

interpret meanings or intentions behind movements

identify concepts or ideas embedded in works

communication skills to:

participate in debate and discussion about concepts of dance

present research findings to peers and colleagues

initiative and enterprise skills to challenge assumptions and think laterally about issues

planning and organisational skills to set up and undertake a research process

learning skills to improve own understanding of dance concepts

self-management skills to conduct research and present research findings in a timely fashion

technology skills to access information from the internet.

Required knowledge

ways of selecting a meaningful research focus

well-developed understanding of copyright, moral rights, intellectual property issues and legislation in relation to research

fundamental knowledge of different perceptions of dance for differing communities

forms and purposes of popular dance, such as:

musicals

vaudeville

movies

television

concepts of entertainment

role of gender in dance performances and history

popular genres of western dance and their relation to formal dance repertoires.

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.

Relevant personnelmay include:

manager

supervisor

mentor

teacher

choreographer

dance critic

performer

peer.

Individual needs and perspectivesmay be influenced by:

current debate among peers and critics

current performing repertoire

ensemble concerns and interests

ethnicity and cultural concerns

visiting performers

project brief

projected new works

techniques used in own practice.

Assumptions and preconceptionsmay relate to:

different cultural responses to research

how information is presented

level of formality required in the research process

own preconceptions

preconceptions of others

what types of research are acceptable

where to find information.

Historical and contemporary sourcesmay include:

accounts and perceptions of dancers and choreographers

audiovisual recordings

books, journals, newspapers, magazines, catalogues and posters

contemporary accounts

contemporary and historical critical reviews

internet

performances

presentations

professional journals

dance notation

writings of dance critics, anthropologists, sociologists and cultural commentators.

Cultural contextsmay relate to:

gender

ethnicity

social and cultural attitudes to the human body

concepts of space and how it can be used

historical period

social class.

New and potentially unintended directionsmay be those which:

challenge preconceptions about work process and outcomes

lead the individual to work in a different style

generate completely new ideas

take the individual back to earlier ideas.

Substantiated opinions and ideasare those which are:

grounded in appropriate research

subjected to the analysis of others (e.g. peer review)

supported by relevant information

the result of rational and logical thought

based on aspects of dance sequences, such as:

choreography

technique of performers

set design

costumes

music.

Formatsmay include:

written

presentation incorporating elements, such as:

verbal presentation

still images

video clips

dance performance.