Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUADAN608, 'Extend contemporary dance performance skills to a professional level'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Extend contemporary dance performance skills to a professional level' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Execute a professional level of artistry and presentation in rehearsals | 1.1 Observe safe dance practice by performing warm-up and warm-down activities in conjunction with dance activities 1.2 Apply a professional level of concentration and expertise to refine extended contemporary dance technique in each section of class work 1.3 Develop complex performance attributes and quality of movement in sequences of extended difficulty 1.4 Show strength, precision and complexity in all aspects of footwork 1.5 Exhibit professionalism and adaptability to incorporate unseen combinations with speed and verve 1.6 Refine techniques for working with a partner 1.7 Demonstrate through ongoing technical strength, diversity and refinement, evidence of advanced self-correction and concentrated response to feedback |
2. Perform at a professional level | 2.1 Undertake preparations appropriate to performance contexts 2.2 Ensure that personal presentation is appropriate to performance contexts 2.3 Apply performance psychology techniques to preparations 2.4 Perform repertoire demonstrating an understanding of nuances and characteristics of choreographic styles and reflecting choreographic intent 2.5 Convey through dance the range of emotions required to execute the dance pieces as intended 2.6 Follow direction from artistic director or choreographers as required 2.7 Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or ensemble technique |
3. Incorporate allied contemporary dance techniques into professional level performances | 3.1 Demonstrate complex performance attributes and quality of movement in sequences based on improvisation, in complex duo sequences and in high velocity acrobatic moves 3.2 Identify when partner needs to leave a balance, or needs to be steadied, and be there to offer support in duo and dance tumbling 3.3 Adapt to a range of choreographic moments by engaging with differences and similarities of shape and dynamic quality 3.4 Apply the flexibility, sense of line and clear positions essential to the form 3.5 Engage with the style and intention of the relevant choreographic form through the application of skills and knowledge of allied contemporary dance techniques |
4. Develop professional practice | 4.1 Refine professional work ethic 4.2 In consultation with teachers and mentors, develop realistic parameters for extending scope of performance practice 4.3 Identify regimes and artistic strategies to refine own performance technique 4.4 Incorporate contemporary dance terminology and history into discussions, and practice and performance activities |