Assessor Resource

CUADAN103A
Develop foundation jazz dance technique

Assessment tool

Version 1.0
Issue Date: May 2024


Persons with some dance experience apply the skills and knowledge outlined in this unit. Experience would have been usually gained in dance classes and amateur performances, often from an early age. However, this unit also applies to individuals with no prior training, but an aptitude for dance and an interest in developing jazz dance technique.

At this level foundation jazz dance techniques are applied under the close supervision of experienced dancers and dance teachers. Classes would usually be conducted in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

This unit describes the performance outcomes, skills and knowledge required to build a solid foundation in jazz dance technique.

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 technical and isolation exercises, within personal capabilities

perform two dance progressions that demonstrate a mastery of foundation jazz dance techniques

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 of dance skills

direct observation or video recording of candidate in dance classes

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

review of candidate’s dance performances by peers and colleagues.

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:

CUAOHS101A Follow basic safe dance practices.

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 and teamwork skills to:

work cooperatively with others in a learning environment and in dance performances

discuss aspects of exercises and dance techniques with colleagues and teachers

initiative and enterprise skills to:

communicate the mood of a dance sequence to an audience

move in line with the mood, rhythm, style and tempo of music

learning skills to:

improve dance technique through practice and a positive attitude to dancing

respond appropriately to constructive feedback on own skill development

self-management skills to:

arrive punctually at classes

dress appropriately

follow safe dance practices to prevent injury to self and others

maintain concentration when performing.

Required knowledge

sound knowledge of safe dance practices, such as:

warm-up and cool-down activities

correct clothing and footwear

how nutrition and diet:

affect physical and mental wellbeing

contribute to injury prevention

basic knowledge of:

jazz dance terminology

jazz styles, such as:

jive

rock and roll

cakewalk

Latin American

key periods in the history of jazz

current music and dance trends

music notation

music tempos and associated dance styles

aspects of stagecraft, such as costumes, lighting and props

stage directions and geography, such as:

up stage right

down stage left

prompt side

opposite prompt side.

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.

Stretching exercises should:

be undertaken with care and to the level of own ability

incorporate correct breathing technique

show appropriate use of placing at the barre and in the centre.

Exercisesmay include:

half rib roll

rib roll

shoulder roll

hip roll

half head roll.

Techniques may include:

pliés and rises

tendus

adage

stretches

abdominal strengthening

lyrical jazz body exercises

grand battements

kicks, such as:

travelling

hitch

fan kicks and pencil turns combination

barrel rolls

pirouettes

fast footwork, such as:

step ball changes

turning pas de bourrées

châinés and posé piqué turns mambo style

improvisation

jumps

introductory jazz split runs.

Understanding may encompass:

role of isolation exercises in jazz warm-up routines and performances, including to:

warm up specific body parts

improve coordination

move different parts of the body simultaneously while remaining in control

terminology, such as:

isocentric

polycentric.

Stylesmay include:

black bottom

charleston

jitter bug

boogie woogie

swing.

Safe dance practices relate to:

understanding the body’s capabilities and limitations, including:

alignment

flexibility (mobility)

strength (stability)

cardiorespiratory endurance

muscular endurance

appropriate footwear and clothing

barefoot dancing

warm-up and cool-down activities, such as:

gentle stretches

aerobic exercises

anaerobic exercises

breathing exercises

doing exercises and performing routines on flooring appropriate to genre and style of dance, such as:

sprung softwood

tarkett

sprung parquet

tongue and groove hardwood

resined for ballroom and Latin dance

non-slip for ballet

wood for tap and Spanish

effect of different ground surfaces, including:

moving float

podium or raised platform

runway

concrete or hard floor

pavement

slippery floor

sticky floor

floor that is too springy

sloping surface

earth

correct execution of dance steps

nutrition and diet.

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
Under the guidance of a teacher, perform stretching exercises 
Performexercises to develop expertise in a range of jazz dance techniques 
Practise using arm lines appropriately and extensively 
Show control in turning balances 
Incorporate a good sense of tempo and rhythm into exercises 
Develop understanding of the purpose and application of isolation exercises 
Work within own limits and demonstrate safe dance practices 
Perform exercises focusing on different parts of the body in isolation 
Incorporate a good sense of timing and rhythm into exercises 
Perform cool-down exercises after dance activity 
In consultation with a teacher, agree on progressions that include a range of techniques within own technical ability 
Communicate the mood or style of progressions to the audience 
Maintain correct posture, alignment, control and safe dance practices when in motion 
Apply safe dance practices at all times to prevent injury to self and others 
Perform a bow at the conclusion of dance progressions 
Follow advice from others about ways to improve own jazz dance technique 

Forms

Assessment Cover Sheet

CUADAN103A - Develop foundation jazz dance technique
Assessment task 1: [title]

Student name:

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

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Result: Competent Not yet competent

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Assessment Record Sheet

CUADAN103A - Develop foundation jazz dance technique

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

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