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Elements and Performance Criteria

Required Skills

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

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 warmup and cooldown routines

plan practice time

prepare for performances

selfmanagement 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

welldeveloped knowledge of

principles and characteristics underlying physical movements and techniques such as

relationship with gravity

spatial awareness

successional movement

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

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

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 injuryprevention 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

thirdparty workplace reports of onthejob 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 candidates 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 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

CUADANA Develop dance improvisational skills

CUADAN304A Develop dance improvisational skills

CUAPRFA Develop performance techniques

CUAPRF307A Develop performance techniques.

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.

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.