Unit of competency Outline
Date retreived
21/07/2026 11:20 PM AWST
21/07/2026 11:20 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.
Perform basic cultural dance technique
Perform basic cultural dance technique
Unit of competency
National Code
CUADAN209A
CUADAN209A
State Code
S7529
S7529
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
14/03/2012
Field of Education
100105 - Dance
Original Release Date
14/03/2012
Nominal Hours
45
Description
This unit describes the performance outcomes, skills and knowledge required to appreciate cultural dance as an art form and to perform basic cultural dance forms and techniques in a learning environment.
Notes
Elements and Performance Criteria
1. Develop an understanding of cultural dance as an art form
- 1.1. Physically demonstrate understanding of the terminology used in chosen cultural dance style
- 1.2. Discuss with relevant personnel the range of influences found in chosen cultural dance style
2. Develop basic cultural dance performance skills
- 2.1. Under the guidance of mentors or teachers, develop a range of basic cultural dance skills
- 2.2. Practise control and spotting while moving and executing turns
- 2.3. Develop skills in working with a partner to interpret and perform cultural dance sequences
- 2.4. Ensure a basicawareness of customs relevant to chosen dance styles are incorporated into and expressed in practice sessions and performances
- 2.5. Apply safe dance practices at all times to prevent injury to self and others
- 2.6. Explore natural body response to a range of cultural dance styles, including movement and percussion
- 2.7. Follow advice from others about ways to improve own dance technique
3. Perform short dance routines
- 3.1. Discuss the intention and key aspects of routines with relevant personnel
- 3.2. Apply basic make-up and wear appropriate costumes for performances
- 3.3. Perform simple routines combining a variety of discrete movements in ensemble or individually
- 3.4. Use props effectively and confidently as required
- 3.5. Observe direction from relevant personnel
- 3.6. Observe and follow dictates of music or rhythm
- 3.7. Synchronise movements with ensemble where required
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 dance style may include:
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.
Influences may relate:
history of country or culture associated with style
geography and climate
political movements
cultural protocols
gender.
Basic cultural dance skills may relate to:
steps specific to a cultural dance style
body alignment
floor work, including:
abdominal strengthening
stretches
improvisation
locomotor movements, such as:
leaping
running
skipping
sliding
walking
non-locomotor movements, such as:
bending
stretching
swaying
turning
twisting
maintaining rhythm and tempo
working at differing tempos
focusing eyes and mind while performing
working on centre and off centre.
Awareness of customs may include:
costumes and appearance appropriate to dance style, audience and occasion
performance of dance appropriate to audience and occasion
props and materials appropriate to different cultural dance performances
obtaining permission from cultural members to perform dance
traditional gender roles and responsibilities in relation to dance performance.
Performances may be:
live before an audience
in a learning environment.
Safe dance practices relate to:
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
appropriate footwear and clothing
barefoot dancing
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 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
effect of different ground surfaces, such as:
moving float
podium or raised platform
runway
concrete or hard floor
pavement
slippery floor
sticky floor
floor that is too springy
sloping surface
earth
correct execution of dance steps
nutrition and diet.
Aspects may include:
audience characteristics
costume requirements
length of performances
make-up
props
number of performances.
Relevant personnel may include:
choreographers
community members
manager
mentors
performers
representatives of dance societies
supervisor.
Basic make-up may include:
face make-up
body paint
theatre make-up.
Costumes may include:
designer
streetwear
sportswear.
Cultural dance style may include:
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.
Influences may relate:
history of country or culture associated with style
geography and climate
political movements
cultural protocols
gender.
Basic cultural dance skills may relate to:
steps specific to a cultural dance style
body alignment
floor work, including:
abdominal strengthening
stretches
improvisation
locomotor movements, such as:
leaping
running
skipping
sliding
walking
non-locomotor movements, such as:
bending
stretching
swaying
turning
twisting
maintaining rhythm and tempo
working at differing tempos
focusing eyes and mind while performing
working on centre and off centre.
Awareness of customs may include:
costumes and appearance appropriate to dance style, audience and occasion
performance of dance appropriate to audience and occasion
props and materials appropriate to different cultural dance performances
obtaining permission from cultural members to perform dance
traditional gender roles and responsibilities in relation to dance performance.
Performances may be:
live before an audience
in a learning environment.
Safe dance practices relate to:
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
appropriate footwear and clothing
barefoot dancing
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 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
effect of different ground surfaces, such as:
moving float
podium or raised platform
runway
concrete or hard floor
pavement
slippery floor
sticky floor
floor that is too springy
sloping surface
earth
correct execution of dance steps
nutrition and diet.
Aspects may include:
audience characteristics
costume requirements
length of performances
make-up
props
number of performances.
Relevant personnel may include:
choreographers
community members
manager
mentors
performers
representatives of dance societies
supervisor.
Basic make-up may include:
face make-up
body paint
theatre make-up.
Costumes may include:
designer
streetwear
sportswear.
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:
reproduce cultural dance exercises and routines, within personal capabilities
convey the basic communicative message of cultural dance steps and movements
display fluency of movement
apply the basic concepts of cultural dance to own performances.
Context of and specific resources for assessment
Assessment must ensure access to appropriate:
dance performance areas or spaces
footwear and clothing
music.
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 performance of dance skills
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
review of candidate’s dance performances by peers and colleagues
analysis of dancer’s ability to convey intended meaning of dance sequences
direct observation or video recording of dance performance.
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:
CUADAN201A Develop basic dance techniques
CUADAN202A Incorporate artistic expression into basic dance performances
CUAPRF201A Prepare self for performances.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
reproduce cultural dance exercises and routines, within personal capabilities
convey the basic communicative message of cultural dance steps and movements
display fluency of movement
apply the basic concepts of cultural dance to own performances.
Context of and specific resources for assessment
Assessment must ensure access to appropriate:
dance performance areas or spaces
footwear and clothing
music.
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 performance of dance skills
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
review of candidate’s dance performances by peers and colleagues
analysis of dancer’s ability to convey intended meaning of dance sequences
direct observation or video recording of dance performance.
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:
CUADAN201A Develop basic dance techniques
CUADAN202A Incorporate artistic expression into basic dance performances
CUAPRF201A Prepare self for performances.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WI040 | CUADAN209 | Perform basic cultural dance technique | Unit of competency |
