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Elements and Performance Criteria

Required Skills

Required skills

communication and teamwork skills to

work with other dancers including providing them with direction

consult with others involved in the choreographic and performance process

receive constructive feedback and apply it to future work

analyse discuss and write about choreographic elements in relation to composition studies

initiative and creativity skills to

develop new choreography

work creatively with others

follow through with own individual style or idea

solve choreographic problems in dance sequences

learning skills to

improve performance and choreographic skills through experimentation and practice

research a topic to inform choreographic tasks

observe and interpret physical skills

planning and organising skills to

collect information about various dance works for analysis

reflect on and analyse choreographic structures and processes

devise choreographic work for informal presentations

incorporate props music and costumes into the planning process at a basic level

technical skills to

manipulate movement within a range of composition structures and vocabulary

generate the structural components of shape dynamics and rhythm in movement phrases and sequences

construct sequences of movement and form sequences into a cohesive whole

Required knowledge

structural movement elements that comprise a choreographic work

role of movement motifs in composition

composition elements of choreographic dance sequences

artistic creative and technical procedures used by wellknown dance choreographers

structuring dance through the use of formal composition devices such as

dance as a form of communication

issues and challenges that arise in the context of composing dance

dance vocabulary relevant to chosen style or genre

ways to document or notate dance

safe dance practices

Evidence Required

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

use practical structural components of movement phrases and sequences

invent movement material

construct sequences of movement

devise choreographic work for informal presentation

document reflect and analyse choreography

Context of and specific resources for assessment

Assessment must ensure access to a dance studio or space including

mirrors and curtains

video recording and playback equipment

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

observation of practice and performance

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

video recordings of performances or practice sessions

case studies and scenarios as a basis for discussing components of the choreography process

portfolios journals or other documentation and notation that demonstrate the reflective processes used in choreography

Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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

CUACHRA Create and perform dance pieces

CUACHR401A Create and perform dance pieces

CUACHRA Create short dance pieces

CUACHR402A Create short dance pieces

CUADLTA Document dance

CUADLT401A Document dance

CUADLTA Explore the relationship between music and dance

CUADLT402A Explore the relationship between music and dance

CUAWRTA Write about dance

CUAWRT501A Write about dance.

Range Statement

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.

Componentsmay include:	improvisation starting points working with intention working with motifs, including: identifying a motif developing motifs by manipulating components of time, space and dynamics intent: reading movement expressing an idea through movement creating new vocabularies versus using known movements with intention working intuitively and cognitively form: binary ternary rondo theme and variations narrative organic phrasing: building phrases from isolated movement identifying phrase material from improvisational exercises creating variety in length of phrases structuring a work: unity and variety spatial organisation to enhance possible meanings contrast climax and resolution repetition sequencing transitions way in which solos, duos and trios affect and influence choreographic structure abstraction and stylisation understanding the difference.
Choreographersmay include:	Martha Graham Mary Wigman Lester Horton Alvin Alley Twyla Tharp William Forsythe Cunningham D’Wate Duncan Bob Fosse Jack Cole Jerome Robbins Balanchine Nureyev Frederick Ashton Robert Helpmann Antony Tudor Fred Astaire Savion Glover Gregory Hines Bill Bojangles Dein Perry.
Factorsmay include:	purpose of choreography, such as for: specific dancer specific class or teacher ensemble music theatre specific type of music or stimuli specific genre or era of dance demonstrating particular skills or expertise own personal development corporate purposes cultural purposes educational purposes film and television other occasions and purposes.
Ways ofdocumenting dancemay include:	notation methods, such as: Labanotation Benesh DanceWriting in-house custom method notation software video recording.
Elements may include:	space time dynamics.
Stimulimay include:	music, such as: any type of musical style, like jazz, hip-hop and world vocal instrumental percussion, such as: drums hands feet stamps percussion instruments word motivation, such as: wobble, twitch, freeze vault, twirl, collapse pause, swell, jerk vibrate, bound, creep technical equipment, such as: lighting audiovisual fog machines scaffolding other props, objects and materials, such as: fabric instruments puppets or dolls piece of clothing ladder or chair silent space various texts.
Structural componentsmay include:	building phrases from isolated movements identifying phrase material from improvisational exercises manipulating the following, independently and in groups: canon inversions accumulations retrograde rondo spatial organisation to enhance possible meanings geometrical distribution within whole or parts of bodily movements specific dynamic elements (rhythm, force, speed) to project dance-maker’s intentions use of props and basic costuming as intrinsic elements of meaning making.
Inventivenessmay include:	unexpected connections between movement elements and a depth of movement investigation tasks or improvisational exercises designed to provoke unfamiliar movement formal procedures, such as splicing or chance procedures to change habitual movement patterns.
Safe dance practicesmay include:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance 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 the 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 correct execution of dance steps appropriate clothing and footwear nutrition and diet.
Informal presentations may include:	solo work duet work small group work sound-score spoken or written text minimal design elements.
Appropriate personnelmay include:	teacher performer ensemble member designer: sound lighting costumes make-up and hair special effects client agent conductor tutor mentor.
Reflection and analysis may include:	class discussions video replays journal entries adjusted choreographic showings drawings or diagrams visual and audiovisual stimuli and references.