CUADAN302A - Increase depth of Aboriginal and Torres Strait Islander dance technique Competency Mapping Template
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUADAN302A Mapping and Delivery Guide Increase depth of Aboriginal and Torres Strait Islander dance technique
Version 1.0 Issue Date: May 2024
Qualification
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Unit of Competency
CUADAN302A - Increase depth of Aboriginal and Torres Strait Islander dance technique
Description
This unit describes the skills and knowledge required to demonstrate culturally and technically appropriate execution of Aboriginal and Torres Strait Islander dance forms and techniques. It is intended that this unit be delivered by and to Aboriginal and Torres Strait Islander people.The knowledge required to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people and may be the cultural and intellectual property of specific communities. Respect and maintenance of community protocols would need to be adhered to. Organisations delivering this unit would be expected to work closely with a local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.
Employability Skills
This unit contains employability skills.
Learning Outcomes and Application
Aboriginal and Torres Strait Islander people with some practical experience in traditional Indigenous Australian dance apply the skills and knowledge outlined in this unit. They could be performing as members of a group in events in the local community or in public performances for visitors to their region or community. The candidate is expected to increase expertise over time with considerable skills practice of technical exercises. Dancers should be able to perform traditional or cultural dances to a moderate level either alone or as an ensemble member.Work performed requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs.
Duration and Setting
X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners
Student Learning Resources
Handouts Activities
Slides PPT
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Elements of Competency
Performance Criteria
Element: Consolidate understanding of traditional Indigenous performing arts
Explore historical and contemporary aspects and roles of performing arts practice for individuals and families within Aboriginal and Torres Strait Islander communities
Identify cultural values and principles in relation to artistic performance within Indigenous Australian communities
Seek advice from relevant personnel as required regarding customary law principles and how they affect own dance practice
Discuss with relevant personnel the connection between traditional and contemporary cultural performing arts practice
Element: Develop a body of information on the Australian cultural tourism industry
Determine interrelationships between cultural tourism, cultural heritage and performing arts industries in relation to Aboriginal and Torres Strait Islander performing arts activities
Record, monitor and file information in simple and accessible ways
Use opportunities to update knowledge of the cultural tourism, cultural heritage and performing arts industries and incorporate relevant information into professional dance practice
Element: Develop Indigenous Australian dance techniques
Identify the influence of customs and time in relation to dress or costuming, props, sets, music and cultural knowledge involved in dance activities of different styles of Indigenous Australian dances
Explore the relationships in which musical elements, dramatic role and performance techniques form a distinctive character of particular pieces or performances
Establish a relationship with a performing arts mentor to determine the cultural protocols, purpose, style, content and protocol parameters of dance routines
Develop a mentoring plan, detailing support and assistance in consultation with a mentor or professional dance performer
Choreograph sequences of body movement activities as simple dance performances in relation to a chosen cultural story or musical piece
Develop a repertoire of fluid positions, movements and actions in differing patterns and poses in conjunction with mentors
Seek feedback from relevant personnel to facilitate improvement in Indigenous Australian dance techniques
Element: Demonstrate technical requirements of Indigenous Australian performance and material
Under direction of mentors employ appropriate cultural and aesthetic aspectsof Indigenous Australian community in the design of appropriate techniques, language and movementsto perform culturally appropriate solo and ensemble Indigenous Australian dance sequences
Perform sequences of dance movements and activities, alone and with others, which appropriately express cultural content and context, and accord with cultural, customary law, copyright and intellectual property requirements
Explore and apply methods used to ensure cultural maintenance in relation to performing cultural or cultural tourism Aboriginal and Torres Strait Islander dance
Follow cultural protocols, ethics and traditions when rehearsing and performing
Element: Maintain health and safety during dance performance
Take responsibility for own and others’ safety in compliance with OHS policies during practice and performance of dance routines
Implement strategies that ensure environmentally friendlyimpact of dance performances
Establish and maintain a positive personal work ethic
Respond to opportunities to enhance cultural and technical skills and knowledge
Seek audience feedback and apply continuous improvement strategies to performance techniques
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:
express knowledge of the context and structure of cultural systems within relevant Aboriginal and Torres Strait Islander communities, including the role of dance, story-telling, music and body painting as expressions of cultural systems
discuss the implications of cultural heritage, cultural tourism and performing arts industries on the context and performance of Indigenous Australian dance sequences
apply Aboriginal and Torres Strait Islander community cultural beliefs and protocols when working with people from various communities
develop a mentoring relationship, including the ability to negotiate the terms of a professional relationship
safely and cooperatively execute basic dance movement appropriate to Indigenous Australian dance forms.
Context of and specific resources for assessment
Assessment may take place on the job, off the job (for example in communities and training organisations) or a combination of on and off the job.
This unit requires access to:
Aboriginal and Torres Strait Islander elders, custodians and other culturally knowledgeable people authorised by their communities to act as mentors in performance disciplines
appropriate dance performance areas or spaces, including outdoor locations
relevant instruments, sets, props, costuming and other equipment
music, stories, and dance ensembles
performance opportunities.
Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training. They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected.
Method of assessment
While the knowledge can be tested in written and oral assignments, performance evidence needs to be collected in actual or realistic simulated situations. It also needs to be assessed on a number of occasions.
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
group discussion
evaluation of live or recorded performances
journal work, including recording and evaluating the dance methodology, and evaluating the 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 developing dance performance skills
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).
Training and assessment can be undertaken in conjunction with Aboriginal and Torres Strait Islander persons.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUADAN301A Explore rhythm in the context of dance or movement technique
CUAOHS301A Condition the body for dance performances.
Submission Requirements
List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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
implement conflict management and negotiation skills as required
respond appropriately to feedback on own skill development and performance
participate in, monitor and review mentoring arrangements with Aboriginal and Torres Strait Islander people
initiative and enterprise skills to:
choreograph simple movement sequences
dance with confidence and projection
investigate and employ relevant cultural protocols and culturally appropriate communication
observe protocols appropriate to the Aboriginal and Torres Strait Islander community in dance performances
learning skills to:
incorporate expression of appropriate dramatic nuance and movement into performance pieces
improve own Aboriginal and Torres Strait Islander dance techniques through practice, performances and ongoing commitment to dance performance
improvise movement sequences
literacy skills to:
identify, read and understand cultural, tourism or performing arts industry information
undertake research and interpret research findings
planning and organising skills to:
plan and execute own warm-up and cool-down routines
prepare for performances
plan practice time
self-management skills to:
arrive punctually at classes, rehearsals and performances
dress appropriately
follow procedures to minimise the environmental impact of performance activities on the environment
observe dance discipline and follow direction
follow safe dance practices at all times
teamwork skills to work collaboratively with others involved in dance classes and performances
technology skills to search for and download information from the internet.
Required knowledge
overview knowledge of:
OHS in the context of performing Aboriginal and Torres Strait Islander dance
stagecraft as it relates to dancers, including:
costumes
make-up
props
lighting
structures and roles or functions of cultural heritage, cultural tourism and performing arts industries, including their interrelationships, occupational and industry legislation, licensing and accreditation schemes
well-developed knowledge of:
values and major features in contemporary Indigenous Australian cultures
traditions of ownership and protocols relating to created work and dance performance in Aboriginal and Torres Strait Islander cultures, including:
music
artefacts
body painting
costumes
history and role of performing arts within Aboriginal and Torres Strait Islander culture and ways in which values and protocols may impact on work practices in different environments, including:
commercialisation of cultural material
tourism
intellectual property
knowledge of protocols in relation to moral rights
copyright of the physical expression of cultural material, including appropriation
legislative and regulatory requirements within the performing arts industry
legislative and regulatory requirements regarding customary law, including:
Australian Indigenous Cultural and Intellectual Property
those of the National Indigenous Arts Advocacy Association
choreographic techniques
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
musical rhythms, including:
time signatures
beat
tempo
syncopation
principles of interpersonal communication
performing arts terminology.
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.
Cultural values and principlesmay include:
sensitive cultural values and principles, including:
acceptance within and by the community as an Aboriginal and Torres Strait Islander person
understanding and maintenance of own lore, land and traditions (cultural identity issues)
internal family and community construction politics
levels of acknowledgement and respect for:
customs
cultural values
religious expression
personal and group responsibility and dignity
social and cultural differences, including:
structure of community representation and powers of delegation
differing approaches to the concept of respect
particular individual and community circumstances and histories:
place or geographical location
access to services, such as education, health and transport
language, such as Aboriginal English, Torres Strait Kriol, and traditional languages
cultural diversity
cultural groupings
skin, country and language groups
family structures
kinship
women’s roles
men’s roles
relationship to land and customs
racism and discrimination
issues that may affect an individual’s cultural identity
relationships between land, sea, lore, law, family and ancestors
recognition, respect and compliance with Indigenous laws and economy
nature of performing arts, including:
significance of cultural arts within a given community
ways in which performance of dance is culturally appropriately promoted and distributed.
economic significance, including:
positive impacts on local community economy
role of the arts within community development
link between the arts and other areas of economic activity, such as tourism.
Relevant personnelmay include:
choreographers
community members
custodians
elders
managers
mentors
performers
supervisors.
Customary lawmay include:
rules, values, traditions and protocols governing behaviour in Aboriginal and Torres Strait Islander communities and contexts
customs and protocols as required in particular locations and situations, such as:
access to information
use of signs, symbols, movement or musical sequences
communication protocols expected to be followed
beliefs and traditions related to land, sea, lore, law, family and ancestors.
Differences betweencultural tourism, cultural heritage and performing arts industriesmay include:
local, state and federal industry structures, codes, ethics, roles and markets within the tourism industry
natural heritage, culture and tourism as a public domain and the maintenance of cultural integrity
role of cultural heritage for local Indigenous and non-Indigenous communities
tourism markets and their relevance to industry sectors, including employment and career opportunities
ways of working within the Indigenous Australian context, in particular customary law, values and beliefs
understanding the needs and rights of all relevant parties.
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 or tone colour
time signatures
tonality.
Performance techniques may include:
application of stagecraft, for example stage directions, such as:
back of stage
centre of stage
down stage
appropriate timing
breathing
communication with audience
coordinated symmetrical and asymmetrical movements
demonstrated awareness of performance practice in the style or musical context
improvisation
musical interpretation of rhythm and style
spatial awareness
stage presence and dramatic nuance
using strength and agility relevant to dance form.
Cultural protocols:
must include:
rules of behaviour governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal societies and Torres Strait Islander societies
full set of protocols of a particular community or cultural grouping, which is likely to be unique
following community protocols and rules of behaviour, including:
obtaining and sharing information and materials
visiting individuals and communities and requesting permission for activities
strategies may include:
non-verbal techniques, such as gestures
display of positive regard and respect
non-judgemental approaches
forming partnerships with all cultural groups to achieve particular work goals
monitoring and reflecting on own actions to ensure cultural values are not imposed on others.
Mentoring plan must include:
agreed reporting mechanisms
agreed timeframes
monitoring and review strategies
objectives
purpose
rights and responsibilities of each party
roles, including cultural, personal and professional.
Choreographic techniques may refer to:
imposition
improvisation
dance composition
notation
cultural and aesthetic aspects of Indigenous Australian dance performance, such as:
body paint
make-up
hair
costuming
sets
scenery
stagecraft
venue
maximising cultural maintenance in choreography and performance of dance for multicultural expression.
Body movement activities may include:
upper and lower body movements:
adaptation and development for body movement
combining movement sequences using leaps, jumps, swinging, stretching, turning in position and moving
combining weight transfer and non-weight transfer techniques
working in even or uneven timing and uncommon metre
executing sequences with frequent changes of facing
direction
coordinating movement with others
moving with safety and consideration for others
balanced positions, including:
elevation of steps
body positions
transitions while in motion and while stationary.
Cultural and aesthetic aspectsmay include:
application of physical, spiritual and conceptual perspectives of choreography
lore emanating from land, landscape or location that encapsulates and defines movement, including:
mimicry
body markings and painting
make-up
costuming
use of props, sets and scenes
interpretation and application of music or song
roles
expression of emotion and meaning
traditional gender roles and responsibilities in relation to dance performance
children’s dances
what may be imparted to particular audiences and how
improvisational techniques.
Techniques, language and movement may include:
knowledge of physical, spiritual and conceptual perspectives on the choreography of traditional dance form
visualisation
appropriate timing, posture and attitude
rhythm and style
improvisation
footwork
coordination and eye focus appropriate to the form
kinaesthetic awareness
physical alignment
musicality
dance forms, including:
styles or kinds of dance performance characteristic of particular language groups, regions or cultural purpose, or gender or age of dancers
use of community-appropriate:
body or face marking
vocal and speech patterns
body language
humour
costuming
props
music
knowledge
Aboriginal and Torres Strait Islander dance sequences must include:
documented consideration of the relationship and contribution of cultural identity and personal politics to choreographic interpretation, characterisation and performance
structured performance parameters
target audience and venue parameters.
Cultural maintenancemust include:
protection and sustainability of:
natural and cultural integrity
stories
song lines
spiritual practices
artefacts
sites of significance
language
responsibilities and obligations to individuals, country and the community
authentic replication of approved:
cultural stories
music in the dance form for demonstration of culture outside the community environment
issues relating to protection and appropriate exploitation of cultural heritage material, including:
Indigenous communal rights
Indigenous cultural and intellectual property
laws relating to fraud and forgery
import and export of culturally significant objects
issues that may threaten beliefs and knowledge related to traditional land, sea, lore, law, family and ancestors.
OHS must include:
identifying hazards and assessing risks
using flooring that is maintained, sufficiently spaced and appropriate for full body activities
lighting, heating and air-conditioning that meet regulations
legislation and regulation of OHS for the entertainment industry
appropriate workwear
adequate footcare and use of appropriate footwear
awareness of repetitive movement, fatigue and prevention of injuries
manual handling
identifying and addressing specific health implications
maintaining a physical conditioning program.
Environmentally friendlymust include:
maintenance of sustainable environment, including:
applying measures to reduce energy consumption, such as:
light emitting diode (LED) lights or fluorescent light bulbs
turning lights off when not in use
recycling materials
reducing water usage, such as sweeping rather than hosing
maintaining biodiversity and protecting habitat from damage
being aware of air quality and noise.
Personal 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.
Opportunities to enhance cultural and technical skillsmay include:
audience feedback
implementing continuous improvement strategies
ongoing evaluation as per mentoring plan
research
affiliations with industry and community bodies and professional dance organisations
ongoing implementation of strategies to maintain peak performance
ongoing practice of dance techniques.
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
Explore historical and contemporary aspects and roles of performing arts practice for individuals and families within Aboriginal and Torres Strait Islander communities
Identify cultural values and principles in relation to artistic performance within Indigenous Australian communities
Seek advice from relevant personnel as required regarding customary law principles and how they affect own dance practice
Discuss with relevant personnel the connection between traditional and contemporary cultural performing arts practice
Determine interrelationships between cultural tourism, cultural heritage and performing arts industries in relation to Aboriginal and Torres Strait Islander performing arts activities
Record, monitor and file information in simple and accessible ways
Use opportunities to update knowledge of the cultural tourism, cultural heritage and performing arts industries and incorporate relevant information into professional dance practice
Identify the influence of customs and time in relation to dress or costuming, props, sets, music and cultural knowledge involved in dance activities of different styles of Indigenous Australian dances
Explore the relationships in which musical elements, dramatic role and performance techniques form a distinctive character of particular pieces or performances
Establish a relationship with a performing arts mentor to determine the cultural protocols, purpose, style, content and protocol parameters of dance routines
Develop a mentoring plan, detailing support and assistance in consultation with a mentor or professional dance performer
Choreograph sequences of body movement activities as simple dance performances in relation to a chosen cultural story or musical piece
Develop a repertoire of fluid positions, movements and actions in differing patterns and poses in conjunction with mentors
Seek feedback from relevant personnel to facilitate improvement in Indigenous Australian dance techniques
Under direction of mentors employ appropriate cultural and aesthetic aspectsof Indigenous Australian community in the design of appropriate techniques, language and movementsto perform culturally appropriate solo and ensemble Indigenous Australian dance sequences
Perform sequences of dance movements and activities, alone and with others, which appropriately express cultural content and context, and accord with cultural, customary law, copyright and intellectual property requirements
Explore and apply methods used to ensure cultural maintenance in relation to performing cultural or cultural tourism Aboriginal and Torres Strait Islander dance
Follow cultural protocols, ethics and traditions when rehearsing and performing
Take responsibility for own and others’ safety in compliance with OHS policies during practice and performance of dance routines
Implement strategies that ensure environmentally friendlyimpact of dance performances
Establish and maintain a positive personal work ethic
Respond to opportunities to enhance cultural and technical skills and knowledge
Seek audience feedback and apply continuous improvement strategies to performance techniques
Forms
Assessment Cover Sheet
CUADAN302A - Increase depth of Aboriginal and Torres Strait Islander dance 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
Assessor name:
Signature:
Date:
Assessment Record Sheet
CUADAN302A - Increase depth of Aboriginal and Torres Strait Islander 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