Elements and Performance Criteria

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.

Conceptsmay include:
using imagination
interpreting and responding to stimuli, such as music, words or text
following through with own individual style or idea
allowing one’s own movement to flow uninterrupted
recreating certain style, genre or era
listening effectively to identify and incorporate various rhythms
interpreting stimuli appropriately for improvisation
using aural and other stimuli to develop themes in movement and performance.
Styles of dance may include:
ballet
jazz
tap
street
modern
contemporary
cultural
social.
Requirements may include:
dance style
equipment
stimuli
music
silence
length of piece.
Warm-up activitiesmay include:
minor stretches
joint-mobility exercises
flexibility exercises
aerobic activities
coordinated breathing activities.
Cool-down activitiesmay include:
floor work
stretching.
Injury-prevention techniquesmay include:
warming up and cooling down before and after class and performance
wearing appropriate clothing and footwear
applying intent and focus while dancing
not overstretching
wearing appropriate bandaging and bracing where appropriate to support body
appropriate diet and rest
using appropriate equipment, such as barre, mirror and sprung floors.
Common health concernsmay include:
lack of rest
poor diet
lack of understanding of basic anatomy and physiology of dance
lack of warming up and cooling down properly
overstraining the muscles
dehydration.
Stimuli may 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.
Motifmay include:
a rhythm
an expression
a body part
a statue
a movement pattern.
Movement boundariesmay include:
limited or extended space
highlighting of a body part
musical restrictions
limited timeframe
style of movements
addition of vocal sounds
addition of other improvising bodies
use of props.
Ways toevaluatemay include:
looking at the:
emotional response
composition balance
appropriate level of dance technique.
Relevant personnelmay include:
agent
choreographer
director
producer
representatives of dance societies
teacher.

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 an improvised dance sequence adhering to established movement boundaries
work collaboratively with others when developing improvisations.
Context of and specific resources for assessment
Assessment must ensure access to:
relevant stimuli
equipment to ensure safety.
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
cases studies and scenarios as a basis for discussing issues in performance of improvisations
portfolios or other documentation that demonstrate the reflective processes used in improvisation.
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:
CUADAN308A Increase depth of contemporary dance technique
CUADAN309A Increase depth of street dance technique
CUAMUP301A Prepare personal appearance for performances
CUAPRF201A Prepare self for performances
CUAPRF307A Develop performance techniques.