Assessor Resource

CUACHR602A
Develop skills in dance notation

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to dancers and choreographers whose performance and composition knowledge position them well for a move into the highly specialised field of dance notation.

At this level people are expected to apply wide-ranging, highly specialised technical, creative and conceptual skills to express ideas and perspectives. Work activities and learning are largely self-directed.

This unit describes the performance outcomes, skills and knowledge required to begin the process of acquiring skills in the highly specialised field of dance notation.

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:

discuss in an informed way the differences between various dance notation methods

acquire skills in notating dance

notate a short dance sequence using a selected method or shorthand.

Context of and specific resources for assessment

Assessment must ensure:

access to reference material related to dance notation

opportunities to practise notation skills.

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 dance sequences notated

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 notating dance

direct observation of candidate notating a dance sequence.

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:

CUACHR601A Create choreography for stage and screen

CUAIND601A Work professionally in the creative arts industry

CUARES501A Refine conceptual understanding of dance.

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

analytical and literacy skills to:

analyse information about dance notation and documentation from a variety of sources

observe and interpret human movements from an informed viewpoint

communication skills to:

participate in debate and discussion about dance notation issues

respond appropriately to feedback on own skill development

initiative and enterprise skills to devise the most effective way to notate dance sequences for specific purposes

planning and organisational skills to notate dance in a logical sequence

learning skills to improve own skills in dance notation

technology skills to access information from the internet.

Required knowledge

well-developed knowledge of:

the range of ways in which dance notation is used

sources of information about dance notation

training available in dance notation

overview knowledge of:

common dance notation systems

copyright and intellectual property issues associated with notating dance

broader issues associated with documenting dance performances.

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.

Key aspects of the Labanotation systeminclude:

symbols are placed on a vertical staff which is read from bottom to top

position of symbol on the staff indicates the body part

shading indicates the level of the movement or gesture

length of the symbol indicates the timing of the movement

staff are divided into measures to match the measures of the music

symbols indicate size of steps.

Key aspects of the Benesh systeminclude:

notation written on a five line stave which is read from left to right and from top to bottom of the page

all body and limb positions are shown within the five-line stave

a series of frames is used to record positions

stave lines correspond to visually distinctive features of the body, such as:

head

shoulders

waist

knees

floor (feet)

three signs represent the position of the hands and feet in relation to the body:

in front

level

behind

movement lines indicate transitions from one position to another

rhythm and phrasing signs are shown above the stave

direction faced, location and paths of travel are shown below the stave.

Other notation systemsmay include:

Sutton Movement Writing and Shorthand

Eshkol-Wachman Movement Notation

Greenotation.

Software applicationsinclude:

LabanReader

LabanLab

NotationMan.

Relevant personnel may include:

mentor

manager

dance teacher

dance studio manager

choreographer

dancer

dance society representative.

Options may include:

face to face classes

through dance societies

distance mode, including online.

Issues may include:

logistical, such as:

facilities

equipment

personnel

video formats

aesthetic, such as:

composition

spatial intent

technical (in relation to video recording), such as:

focus

exposure

white balance

camera movement

functional (in relation to video recording), such as:

stage grid

choreographic details

dancer’s perspective

costuming.

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
Practise reading scores notated in Labanotation to become familiar with key aspects of the Labanotation system 
Practise reading scores that have been documented using Benesh Movement Notation to become familiar with key aspects of the Benesh system 
Explore features of other notation systems to determine which system best suits own needs 
Consider motif notation as a way of indicating the main aspects of movements but allowing performers latitude in the finer detail of how they perform movements 
Explore shorthand used in conjunction with different dance notation methods 
Explore the range of software applications used to notate dance 
Discuss with relevant personnel options for developing dance notation skills 
Consider whether a basic level of music notation skills should be developed as part of dance notation training 
Consider whether to pursue training that goes beyond notation into other issues associated with documenting dance 
Select a training method and pursue it until required level of notation skills is achieved 
Use notation skills to document short dance sequences for teaching purposes 
Seek feedback on effectiveness and clarity of notation and continue refining skills 

Forms

Assessment Cover Sheet

CUACHR602A - Develop skills in dance notation
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

CUACHR602A - Develop skills in dance notation

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: