Unit of competency Outline
Date retreived
22/07/2026 8:18 PM AWST
22/07/2026 8:18 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Develop basic dance analysis skills
Develop basic dance analysis skills
Unit of competency
National Code
CUADLT301A
CUADLT301A
State Code
S7445
S7445
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
05/04/2012
Field of Education
100105 - Dance
Original Release Date
05/04/2012
Nominal Hours
20
Description
This unit describes the performance outcomes, skills and knowledge required to analyse dance movements and to use the terminology of dance analysis as a tool for refining dance technique and performance.
Notes
Elements and Performance Criteria
1. Develop an understanding of the dance analysis process
- 1.1. Discuss with relevant personnel the purpose and scope of dance analysis
- 1.2. Become familiar with the principal theories of dance and movement analysis
- 1.3. Apply a working knowledge of the principal terms used in dance analysis
- 1.4. Clarify the forms in which dance analysis may be presented
2. Analyse elements of dance sequences
- 2.1. Delineate the main movements of dance styles
- 2.2. Identify the musical rhythms essential to dance movements
- 2.3. Place dance movements in their appropriate historical context
- 2.4. Develop a vocabulary to describe expression in dance styles
3. Complete a basic analysis of a dance performance
- 3.1. Assess an individual dance performance in terms of the movements used
- 3.2. Assess the relationship of movement to the musical or rhythmic accompaniment
- 3.3. Compile assessment of the performance in a suitable format
- 3.4. Seek feedback on analysis from relevant personnel and adjust conclusions as required
- 3.5. Evaluate own analytical process and note areas for future improvement
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:
teacher
mentor
experienced dancer
peers
choreographer.
Purpose of dance analysis may include:
choreography
greater knowledge of dance styles
improvement of partner or ensemble performance
improvement of personal performance
personal research
problem solving
refinement of routines.
Scope of dance analysis may include:
personal performance
partner performance
ensemble performance.
Principal theories include the writings and teachings of:
Jean George Noverre
Frederick W Taylor
Rudolf Laban
Isadora Duncan
Ruth St Denis.
Principal terms include:
effort theory
spatial elements, such as:
direction of movement in space
level where movement or gestures occurs on high, medium or low level
shape: symmetry, asymmetry
dynamics, such as:
rhythm: time and weight
duration: length of time to perform a movement
musical rhythms: association between musical notation and dance movements
body and body actions, such as:
body and body parts: the part of the body moving
step or locomotor movement: complete transference of weight
gesture, such as a movement that is not a step
relationship to others, including audience.
Forms may include:
round table discussions on performance
assistance to partner
choreographic direction
teacher direction
peer analysis.
Movements may include:
body alignment
acrobatic dance technique
maintaining balance on supporting leg
maintaining control in turning balances
maintaining rhythm and tempo
using arm lines appropriately and extensively
fluid control of rolls
working at differing tempos
focusing eyes and mind while performing
isocentric and polycentric isolations
air work, including:
adage
rolls
floor work, including:
stretches
abdominal strengthening
locomotor exercises and sequences:
pirouettes
posés piqués
pencil turns
châinés
kicks
jumps and leaps
non-locomotor exercises and sequences:
pliés
tendus
working on centre and off centre.
Dance styles may include:
ballet
contemporary
Latin American, such as:
bossa nova
cha cha
mambo
rumba
salsa
samba
tango
musical theatre and Broadway shows
cultural, including:
Aboriginal and Torres Strait Islander
African
Afro-American
Caribbean
Indian
Russian
Spanish
tap
traditional jazz, such as:
jive
rock and roll
cakewalk
black bottom
charleston
jitter bug
boogie woogie
swing.
Musical rhythms include:
time signatures, such as:
3/4
2/4
6/8
meter
beat
tempo
syncopation.
Vocabularyto describe expression might include words, such as:
bold
cautious
inhibited
overwhelming
powerful
tender
timid
undisciplined.
Formatsmay include:
spoken comments
contributions to round table discussion
notes
written reports.
Areas for future improvement might include discussion of:
movement
rhythmic ability
gesture
expression
fluency.
Relevant personnel may include:
teacher
mentor
experienced dancer
peers
choreographer.
Purpose of dance analysis may include:
choreography
greater knowledge of dance styles
improvement of partner or ensemble performance
improvement of personal performance
personal research
problem solving
refinement of routines.
Scope of dance analysis may include:
personal performance
partner performance
ensemble performance.
Principal theories include the writings and teachings of:
Jean George Noverre
Frederick W Taylor
Rudolf Laban
Isadora Duncan
Ruth St Denis.
Principal terms include:
effort theory
spatial elements, such as:
direction of movement in space
level where movement or gestures occurs on high, medium or low level
shape: symmetry, asymmetry
dynamics, such as:
rhythm: time and weight
duration: length of time to perform a movement
musical rhythms: association between musical notation and dance movements
body and body actions, such as:
body and body parts: the part of the body moving
step or locomotor movement: complete transference of weight
gesture, such as a movement that is not a step
relationship to others, including audience.
Forms may include:
round table discussions on performance
assistance to partner
choreographic direction
teacher direction
peer analysis.
Movements may include:
body alignment
acrobatic dance technique
maintaining balance on supporting leg
maintaining control in turning balances
maintaining rhythm and tempo
using arm lines appropriately and extensively
fluid control of rolls
working at differing tempos
focusing eyes and mind while performing
isocentric and polycentric isolations
air work, including:
adage
rolls
floor work, including:
stretches
abdominal strengthening
locomotor exercises and sequences:
pirouettes
posés piqués
pencil turns
châinés
kicks
jumps and leaps
non-locomotor exercises and sequences:
pliés
tendus
working on centre and off centre.
Dance styles may include:
ballet
contemporary
Latin American, such as:
bossa nova
cha cha
mambo
rumba
salsa
samba
tango
musical theatre and Broadway shows
cultural, including:
Aboriginal and Torres Strait Islander
African
Afro-American
Caribbean
Indian
Russian
Spanish
tap
traditional jazz, such as:
jive
rock and roll
cakewalk
black bottom
charleston
jitter bug
boogie woogie
swing.
Musical rhythms include:
time signatures, such as:
3/4
2/4
6/8
meter
beat
tempo
syncopation.
Vocabularyto describe expression might include words, such as:
bold
cautious
inhibited
overwhelming
powerful
tender
timid
undisciplined.
Formatsmay include:
spoken comments
contributions to round table discussion
notes
written reports.
Areas for future improvement might include discussion of:
movement
rhythmic ability
gesture
expression
fluency.
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:
relate the terminology of dance analysis to observed performances
apply dance analysis techniques to observed performances
discuss dance analysis with peers in a positive way.
Context of and specific resources for assessment
Assessment must ensure:
access to opportunities to analyse dance performances with others.
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
evaluation of dance analyses undertaken
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 analysing dance.
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:
CUACHR301A Develop basic dance composition skills
CUADLT402A Explore the relationship between music and dance.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
relate the terminology of dance analysis to observed performances
apply dance analysis techniques to observed performances
discuss dance analysis with peers in a positive way.
Context of and specific resources for assessment
Assessment must ensure:
access to opportunities to analyse dance performances with others.
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
evaluation of dance analyses undertaken
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 analysing dance.
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:
CUACHR301A Develop basic dance composition skills
CUADLT402A Explore the relationship between music and dance.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WI085 | CUADLT301 | Develop basic dance analysis skills | Unit of competency |
