Assessor Resource

CUADAN407A
Develop expertise in dance performance skills

Assessment tool

Version 1.0
Issue Date: May 2024


This unit applies to those who are consolidating their career in contexts where dancing skills are required. Performances could be in commercial or competition settings and dancers would usually be performing as members of an ensemble, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during live performances.

This unit describes the performance outcomes, skills and knowledge required to add range and depth to performance skills in any dance style. At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements.

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 dance sequences on at least two occasions that demonstrate:

an ability to perform with artistry and assurance

well-developed technique in the chosen dance style

spatial awareness in relation to other performers

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

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 performing in chosen dance style

evaluation of live or recorded performances

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:

CUADAN303A Develop dance partnering techniques

CUAPRF405A Rehearse technique for performance

CUAPRF406A Use technique in performance

CUAPRF503A Prepare for and perform in a competitive environment.

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 and physical conditioning 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

dance with artistry and assurance

communicate the mood or style of dances to audiences

learning skills to:

develop strong dance techniques through:

practising complex movements and sequences

a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to:

prepare for performances, auditions and competitions

plan practice time

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 collaboratively with others involved in dance classes and performances

technical dance skills to:

employ physical control throughout performances

respond to different time signatures

maintain correct posture, weight placement and alignment

retain and reproduce basic movement sequences.

Required knowledge

well-developed knowledge of:

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 associated with chosen dance style

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

ways to prepare for auditions and competitions, including performance psychology techniques

stagecraft as it relates to dancers, such as:

costumes

make-up

props

lighting

main periods in the history of chosen dance styles

ways of notating dance.

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.

Relevant personnel may include:

teachers

mentors

coaches

medical practitioners

nutrition experts

colleagues

family members

performers

representatives of dance societies.

Risk factors may relate to:

consistency of a physical fitness regime

own ambition

expectations of others

injury-prevention strategies

gender issues

body image and eating disorders

insufficient hydration

poor nutrition

incorrectly fitting footwear

gender-appropriate performance techniques.

Warm-up and cool-down activities may include:

stretching

joint-mobility exercises

flexibility exercises

aerobic activities

anaerobic exercises

coordinated breathing activities

floor work.

Exercisesmay relate to:

using arm lines appropriately and extensively

correct posture, weight placement and alignment

demonstrating an awareness of personal and general space when travelling and stationary

partnering techniques

changing sides (left to right)

changing directions

changing facings

responding to different time signatures

using shape when moving in physically dynamic sequences

interpreting rhythm to movement

lifting techniques

improvisation

isocentric and polycentric isolations

energy placement techniques

strengthening flexibility.

Preparations may relate to:

familiarisation with performance environment (space, location, size) and audience

preparation of space to ensure safety of self and others

mental preparation

immediate physical preparation

rehearsal appropriate to performance requirements

awareness of time lines leading up to and immediately before performance

props

costumes or clothing

make-up

equipment

appropriate footwear

scores

sheet music

tapes

competitions and auditions:

rules

judging criteria, including:

ability to define and execute challenging parameters

ability to transform

ability to improvise

choreography

costumes

entertainment value (the ‘x’ factor)

execution

feeling or spirit

general appearance

generation of relationship

level of difficulty

observation, objective and questioning attitude

originality and creativity

presence

showmanship

synchronisation

technique

versatility.

Performance contextmay include:

amateur production

professional production

solo

ensemble

corps de ballet

audition

competition.

Aspects of personal presentation may include:

costumes

accessories

make-up

hair

posture

way of moving.

Performance psychology techniquesmay include:

visualisations

affirmations

relaxation techniques

mental rehearsal

maintaining a work-life balance.

Dance style or genre may include:

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.

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
In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 
Set realistic physical conditioning goals aimed at improving own dance technique 
Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 
Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 
Always perform warm-up and cool-down activities in conjunction with dance activities 
Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique 
Practise a range of exercises in preparation for dance performances 
Work with others to develop expertise in performing with a partner or in an ensemble 
Practise basic solo pieces as required 
Explore techniques to give performances a range of dynamics 
Inject creativity, versatility, individuality and enthusiasm into the performance of exercises and dance routines 
Ensure that flow and interaction with other dancers are smooth and well-timed 
Undertake preparations appropriate to performance contexts 
Ensure that personal presentation is appropriate to performance contexts 
Prepare for competitions and auditions as required 
Apply performance psychology techniques to preparations 
Apply knowledge of the relevant dance style or genrewhen rehearsing and performing pieces 
Sustain focus and concentration to produce performances that relate dance movements to the music's rhythm, melody and mood as required 
Convey choreographic intent of dances through confident and precise execution of dance techniques 
Contribute to debriefing sessions to evaluate quality of performances and to discuss ways of improving individual or ensemble technique 
Continuously practise and refine combinations of complex movements and sequences 
Maintain and update knowledge of terminology associated with chosen dance style 
Use feedback from teachers and mentors to identify and develop ways to improve own dance performance skills 
Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique 

Forms

Assessment Cover Sheet

CUADAN407A - Develop expertise in dance performance skills
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

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Assessment Record Sheet

CUADAN407A - Develop expertise in dance performance skills

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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