CUADAN301A - Explore rhythm in the context of dance or movement technique assessment tool

Assessor Resource

CUADAN301A
Explore rhythm in the context of dance or movement technique

Assessment tool

Version 1.0
Issue Date: May 2024

People who incorporate rhythm into dance or movement activities apply the skills and knowledge outlined in this unit. They could be performers involved in dance, musical theatre and circus performances. They would usually be performing as members of an ensemble, though some solo work could be expected. Alternatively, they could be involved in fitness and wellbeing activities which integrate a range of body movement techniques with music.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

This unit describes the performance outcomes, skills and knowledge required to explore and integrate rhythm into dance or movement routines.

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 range of rhythmic movement sequences that demonstrate: kinaesthetic awareness understanding of human movement principles understanding of different styles and genres of music relationship between principles and elements of music and rhythmic body movements in ensemble and solo performances apply safe dance practices and injury-prevention techniques at all times respond appropriately to constructive feedback on own skill development.
Context of and specific resources for assessment	Assessment must ensure access to: relevant instruments or equipment scores or other materials for analysis and discussion performance opportunities appropriate venue with adequate space, acoustic qualities and safe flooring.
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 live or recorded performances 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 rhythmic movement review of candidate’s analysis of a musical piece and the subsequent choreographed basic rhythmic movement sequence direct observation of candidate in rehearsals and performances. 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: CUADAN304A Develop dance improvisational skills 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 rhythmic movement concepts and techniques with relevant personnel

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

express rhythms in physical form

work creatively with music and dance

choreograph basic rhythmic movement sequences

improvise

learning skills to:

decode tactile or kinaesthetic, aural and visual elements of music and movement

develop basic rhythmic movements and combinations of movements

develop an aural and movement memory

listening skills to identify various musical elements and styles

literacy skills to interpret and clarify written or verbal instructions

planning and organising skills to:

plan and execute own warm-up and cool-down routines

plan practice time

prepare for performances

self-management skills to:

arrive punctually at classes

dress appropriately

follow procedures to minimise the environmental impact of performance activities on the environment

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in classes and performances.

Required knowledge

overview knowledge of:

environmental issues associated with staging performances

musical instruments and composition techniques of chosen musical style or genre

principles of choreography and safe sequencing of movements

rhythmic movement and music terminology

stagecraft as it relates to dancers, including:

costumes

make-up

props

lighting

well-developed knowledge of:

principles and characteristics underlying physical movements and techniques, such as:

kinetic energy

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

musical rhythms, including:

time signatures

beat

tempo

syncopation.

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.

Listening skills may refer to:	aural memory and imagination chords, keys in tonal or other musical systems identifying and using techniques to develop aural imagination pattern and sequence recognition recognising music systems, instruments and practices reproduction of sequences from memory.
Relevant personnel may include:	coaches colleagues family members medical practitioners mentors nutrition experts performers teachers.
Danceincludes styles, such as:	ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish dance Khmer magical, mystical or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish jazz modern social street tap wheelchair dancing.
Techniquesmay refer to:	attack articulation communication with the audience dynamics improvisation innovative performance practices interpretation of the music musical expression nuance phrasing stage presence.
Musical elements may refer to:	acoustics aesthetic qualities beat cultural context dynamics expression form or structure genre harmony and chords interpretation melody notation nuance ornamentation phrasing pitch rhythm scales sound production tempo timbre, tone or colour time signatures tonality.
Expression may relate to:	performing appropriately for the context of venue and performance presenting creative ideas effectively for performers or other purposes understanding and expressing appropriate dramatic nuance interpreting music scores in relation to chosen dance style or genre by using knowledge of: a variety of instruments and instrumental combinations beats chord sequences music systems rhythmic styles scales time signatures using original and innovative approaches in performances using movement and breathing appropriately to enhance performance.
Musical style may relate to:	music from various cultures that demonstrates a variety of strong underlying up and down beats, including: traditional classical contemporary musical styles jazz country folk ethnic the way musical elements are combined and manipulated or interpreted through body and hand movements in dance performance.
Warm-up activitiesmay include:	aerobic activities coordinated breathing activities flexibility exercises joint-mobility exercises minor stretches.
Cool-down activitiesmay include:	floor work stretching.
Injury-prevention techniquesmay include:	applying intent and focus while dancing appropriate diet and rest not overstretching attention to teacher warming up and cooling down before and after class and performance wearing appropriate bandaging and bracing where appropriate to support body wearing appropriate clothing and footwear using appropriate equipment, such as barre, mirror and sprung floors.
Common health concernsmay include:	dehydration lack of rest lack of understanding of basic anatomy and physiology of dance lack of warming up and cooling down properly poor diet overstraining the muscles.
Performance preparation may refer to:	awareness of performance environment (space, location, size) and audience awareness of stage equipment and how it may affect performance awareness of time lines and call times immediately prior to performance immediate physical preparation mental preparation observing protocols appropriate to the genre, style and context of performance preparation of performance space to ensure safety of self and others preparation and organisation of props, costumes and equipment immediately prior to performance rehearsal appropriate to audience.
Basic locomotor body movementrefers to:	clapping clicking fingers closing steps: forward backward in heel and toe out side back cross turn touching jumping stamping kicking lifting.
Performancesmay be:	live before an audience in a learning environment.
Sequences may include:	combining weight transfer and non-weight transfer techniques combining sequences, such as locomotor and non-locomotor movements coordinating movement safely with others improvisation isocentric and polycentric isolations locomotor movements, such as: leaping and jumping pirouettes pencil turns lower body movements non-locomotor movements, such as: balancing swinging stretching turning or twisting sequences with frequent change of facing specific dances, such as: grapevine step hop two-step three-step charleston cherkessiya schottische upper body movements using arm lines appropriately and extensively working in even and uneven timing working with uncommon metre.
Genres of music may refer to:	classical contemporary disco ethnic, such as: African Indian Irish Russian Hungarian hip-hop jazz Latin.
Kinaesthetic awarenessmay relate to awareness of:	balance body movements derived from: muscle, tendon and articular sensitivity outside the body, such as the eyes, ears, mouth and skin stimulus within the body, including blood pressure and body position breathing centring coordination dynamics flexibility focus gestures gravity location in space locomotion muscular tensions of the body and its parts orientation position posture rhythm shape time.
Aspects of personal presentation may include:	accessories costumes hair make-up, including body paint props posture way of moving.
Work ethicmay refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.

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
Develop listening skillsto identify particular styles of composition and sounds
Discuss with relevant personnelthe relationship between dance or movement techniques and musical elements
Discuss ways of developing own expression skills with relevant personnel
Identify the characteristics of the musical style of pieces of music
Maintain and update knowledge of terminology in relation to music and movement
Perform basic warm-upandcool-down activities
Adhere to injury-prevention techniques
Take common health concerns for performers into account when devising own physical conditioning program
Ensure appropriate performance preparation
Integrate artistic expression and basic locomotor body movements into performance pieces
Improvise dance or body movementsequences relevant to chosen genre of music
Perform dance or movement sequences safely and with consideration for others
Apply kinaesthetic awarenessto exercises
Ensure that personal presentation is appropriate to dance or body movement activities
Establish and maintain a positive personal work ethic
Use feedback from teachers and mentors to identify and develop ways to improve own skills in exploring rhythm in the context of dance or movement technique

Forms

Assessment Cover Sheet

CUADAN301A - Explore rhythm in the context of dance or movement technique

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

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Date:

Assessment Record Sheet

CUADAN301A - Explore rhythm in the context of dance or movement 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

Assessor name:

Signature:

Date:

Student signature:

Date:

Assessor Resource

CUADAN301A Explore rhythm in the context of dance or movement techniqueAssessment tool

Version 1.0 Issue Date: May 2024

Prerequisites

Employability Skills

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

CUADAN301A - Explore rhythm in the context of dance or movement technique

Assessment task 1: [title]

Assessment Record Sheet

CUADAN301A - Explore rhythm in the context of dance or movement technique

CUADAN301A
Explore rhythm in the context of dance or movement technique

Assessment tool

Version 1.0
Issue Date: May 2024