Assessor Resource

CUADAN303A
Develop dance partnering techniques

Assessment tool

Version 1.0
Issue Date: May 2020


The skills and knowledge outlined in this unit apply to dancers in any style or genre. Knowing how to dance with a partner is essential in all performance contexts - from social to community to professional.

At this level partnering techniques would be simple in nature and not include movements such as overhead lifts which require a high level of fitness and advanced technique.

Work is usually undertaken under supervision, though some autonomy and judgement can be expected given the nature of dance performance.

This unit describes the performance outcomes, skills and knowledge required to apply basic techniques for dancing with a partner in any dance style.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.


Employability Skills

This unit contains employability skills.




Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 simple dance sequence with a partner on at least two occasions

demonstrate competent execution of basic techniques when performing, including:

coordinated footwork

appropriate arm lines

correct body positioning in relation to partner

holding

catching

releasing

supporting or being supported

respond appropriately to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure access to appropriate dance 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

evaluation of performance (live or recorded)

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 dance partnering techniques

direct observation of candidate in classes.

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:

CUADAN306A Increase depth of ballet dance technique

CUADAN308A Increase depth of contemporary dance technique

CUAOHS301A Condition the body for dance performances

CUAPRF307A Develop performance techniques.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)


Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to:

discuss dance partnering issues with relevant personnel

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

work creatively with music and dance

interpret and provide signals to partner while dancing together

respond creatively and flexibly to partner while dancing together

learning skills to:

improve own dance partnering techniques through practice and a positive attitude to dancing

develop a movement memory

planning and organising skills to plan practice time

problem-solving skills to anticipate and prepare for issues that may arise when dancing with a partner

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to:

work closely with a dance partner

work collaboratively with others involved in dance classes and performances.

Required knowledge

principles and conventions of partnering in dance

partnering techniques relevant to chosen dance style

principles underlying dance 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 motion of the joints

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

terminology relevant to chosen dance style.

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.

Issues may include:

role of partnering in different dance styles and genres, including:

ballroom or social dance:

Latin American

standard

ballet (pas de deux)

contemporary

jazz

tap

physical strength for lifts

coordination

contact improvisation

interpreting signals

trust between partners

multiple partners.

Gender roles may relate to:

male:

leading

lifting

‘showcasing’ the ballerina

female:

following

ballerina as the primary focus

challenging conventions, including:

same gender partnering

female lifting male.

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 techniquesmay 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

using 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.

Basic partnering techniquesmay relate to:

coordination of footwork

using arm lines appropriately and extensively

assisting with jumps

body positioning in relation to partner

holding

improvising

catching

releasing

supporting.

Othersmay include:

teacher

mentor

partner

colleagues

audience members.

Requirements may include:

dance style

music

duration

mood.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
View a range of videos as the basis for discussing issues associated with dance partnering 
Identify conventional gender roles in partnering and ways they have been challenged in modern dance practice 
Perform basic warm-upandcool-down activities 
Adhere to injury-prevention techniques 
Take common health concerns for dancers into account when devising own physical conditioning program 
Under the guidance of mentors or teachers, practise a range of basic partnering techniques 
Work on developing trust with partner 
Develop confidence in dealing with variations in ways signals are given or interpreted by either partner 
Develop a mutually supportive approach to learning steps and movements 
Follow advice from others about ways to improve partnering technique 
Clarify with relevant personnel requirements for short partnered sequences 
Rehearse sequences, noting critical points that may cause difficulties 
Agree on ways to recover from potential problems with partner and practise these as required 
Perform sequences applying balance, coordination, technique and expressive skills to achieve harmony of movement with partner 
Evaluate performance with others and note areas for future improvement 

Forms

Assessment Cover Sheet

CUADAN303A - Develop dance partnering techniques
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CUADAN303A - Develop dance partnering techniques

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: