Unit of competency Outline
Date retreived
21/07/2026 11:18 PM AWST
21/07/2026 11:18 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 techniques
Develop basic dance techniques
Unit of competency
National Code
CUADAN201A
CUADAN201A
State Code
S7570
S7570
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
16/03/2012
Field of Education
100105 - Dance
Original Release Date
16/03/2012
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to develop basic dance techniques and apply safe dance practices.
Notes
Elements and Performance Criteria
1. Explore basic dance techniques
- 1.1. Identify principles and characteristics of a range of basic dance techniques
- 1.2. Discuss with relevant personnel the range of ways in which dance techniques can be used to create simple movement sequences
- 1.3. Identify relationship between dance techniques and accompanying music
- 1.4. Recognise that dance techniques are composed of a range of influences
2. Participate in personal warm-up and class preparation
- 2.1. Select and wear appropriate practice clothing and footwear
- 2.2. Identify a variety of effective warm-up techniques
- 2.3. Develop an appropriate warm-up strategy
- 2.4. Complete appropriate warm-up exercises
- 2.5. Apply safe dance practicesto prevent injury to self and others
3. Practise basic dance techniques
- 3.1. Apply correct posture and body alignment appropriate to the dance technique and movement
- 3.2. Apply isolation and coordination of the upper and lower body within simple movement sequences
- 3.3. Apply locomotortechniques in dance practice sessions
- 3.4. Apply falling, elevation and turning techniques in dance practice sessions
- 3.5. Apply balance, flexibility, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques
- 3.6. Seek feedback from relevant personnel to facilitate improvement in developing basic dance techniques
4. Develop combinations of dance techniques within specified exercises
- 4.1. Discuss with relevant personnel the combinations of dance exercises to determine the requirements of the exercise
- 4.2. Apply memory retention, control and finesse when combining dance techniques within an exercise
- 4.3. Incorporate musicality and phrasing into dance exercises
- 4.4. Seek feedback from relevant personnel to facilitate improvement in developing combinations of basic dance techniques
5. Participate in cool-down exercises
- 5.1. Identify a variety of effective cool-down techniques
- 5.2. Develop an appropriate cool-down strategy
- 5.3. Complete appropriate cool-down exercises
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.
Basic dance techniques may relate to:
dance style, including:
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, such as:
foxtrot
quickstep
tango
Viennese waltz
waltz
Argentine tango
cha cha
jive
mambo
paso doble
rumba
salsa
street
tap
wheelchair dancing
alignment
focusing eyes and mind while performing
improvisation
isocentric and polycentric isolations
locomotor exercises and sequences, such as:
pirouettes
posés piqués
pencil turns
châinés
kicks
jumps and leaps
maintaining control in turning balances
maintaining rhythm and tempo
non-locomotor exercises and sequences, such as:
pliés
tendus
using arm lines appropriately and extensively
working at differing tempos
working on centre and off centre.
Relevant personnel may include:
choreographers
community members
fellow students
manager
mentors
representatives of dance societies
supervisor
teachers.
Relationshipbetween dance movement and accompanying music may relate to:
correct timing
phrasing.
Accompanying music may include:
instrumental music
vocal music
traditional or folk music
contemporary or soundscapes
live or recorded music.
Influences may include:
ballroom dancing
classical ballet
ethnic dance, such as:
African
Afro-American
Indian
Russian
Spanish
dancers, choreographers and musicians, such as:
Isadora Duncan
Katherine Dunham
Doris Humphrey
Gene Kelly
Martha Graham
Pearl Primus
Bob Fosse
James Brown
musical theatre and Broadway shows
traditional jazz, such as:
jive
rock and roll
cakewalk
black bottom
charleston
jitter bug
boogie woogie
swing
urban folk, including:
acid
funk
hip-hop
rap
soul dance
techno
trance.
Warm-up techniques may include:
barre and floor exercises
exercises for:
body conditioning and strength development
flexibility
isometric control
coordination improvement and enhancement exercises
muscle contraction and release
isolation and mobility of all body parts
slow and relevant stretching
slow and deep breathing.
Safe dance practicesmay include:
correct execution of dance steps
appropriate clothing and footwear
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
nutrition and diet
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
warm-up and cool-down activities, such as:
gentle stretches
aerobic exercises
anaerobic exercises
breathing exercises.
Body alignmentrefers to:
proper alignment of the torso, limbs, spine and shoulders, including:
ear over the shoulder over the hips
knee over the ankle.
Locomotortechniques must include use of:
balance
control and articulation of a body parts in an integrated manner
coordination
flexibility
stamina
weight transfer.
Falling, elevation and turningtechniques must include use of:
balance
control and articulation of body parts in an integrated manner
coordination
flexibility
stamina
weight transfer.
Cool-down techniques may include:
barre and floor exercises
exercises for:
body conditioning and strength development
flexibility
isometric control
coordination improvement and enhancement exercises
muscle contraction and release
isolation and mobility of all body parts
slow and relevant stretching
slow deep breathing.
Basic dance techniques may relate to:
dance style, including:
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, such as:
foxtrot
quickstep
tango
Viennese waltz
waltz
Argentine tango
cha cha
jive
mambo
paso doble
rumba
salsa
street
tap
wheelchair dancing
alignment
focusing eyes and mind while performing
improvisation
isocentric and polycentric isolations
locomotor exercises and sequences, such as:
pirouettes
posés piqués
pencil turns
châinés
kicks
jumps and leaps
maintaining control in turning balances
maintaining rhythm and tempo
non-locomotor exercises and sequences, such as:
pliés
tendus
using arm lines appropriately and extensively
working at differing tempos
working on centre and off centre.
Relevant personnel may include:
choreographers
community members
fellow students
manager
mentors
representatives of dance societies
supervisor
teachers.
Relationshipbetween dance movement and accompanying music may relate to:
correct timing
phrasing.
Accompanying music may include:
instrumental music
vocal music
traditional or folk music
contemporary or soundscapes
live or recorded music.
Influences may include:
ballroom dancing
classical ballet
ethnic dance, such as:
African
Afro-American
Indian
Russian
Spanish
dancers, choreographers and musicians, such as:
Isadora Duncan
Katherine Dunham
Doris Humphrey
Gene Kelly
Martha Graham
Pearl Primus
Bob Fosse
James Brown
musical theatre and Broadway shows
traditional jazz, such as:
jive
rock and roll
cakewalk
black bottom
charleston
jitter bug
boogie woogie
swing
urban folk, including:
acid
funk
hip-hop
rap
soul dance
techno
trance.
Warm-up techniques may include:
barre and floor exercises
exercises for:
body conditioning and strength development
flexibility
isometric control
coordination improvement and enhancement exercises
muscle contraction and release
isolation and mobility of all body parts
slow and relevant stretching
slow and deep breathing.
Safe dance practicesmay include:
correct execution of dance steps
appropriate clothing and footwear
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
nutrition and diet
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
warm-up and cool-down activities, such as:
gentle stretches
aerobic exercises
anaerobic exercises
breathing exercises.
Body alignmentrefers to:
proper alignment of the torso, limbs, spine and shoulders, including:
ear over the shoulder over the hips
knee over the ankle.
Locomotortechniques must include use of:
balance
control and articulation of a body parts in an integrated manner
coordination
flexibility
stamina
weight transfer.
Falling, elevation and turningtechniques must include use of:
balance
control and articulation of body parts in an integrated manner
coordination
flexibility
stamina
weight transfer.
Cool-down techniques may include:
barre and floor exercises
exercises for:
body conditioning and strength development
flexibility
isometric control
coordination improvement and enhancement exercises
muscle contraction and release
isolation and mobility of all body parts
slow and relevant stretching
slow deep breathing.
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 dance movements within personal capabilities
identify a range of basic dance techniques
perform two dance sequences that demonstrate a mastery of basic dance techniques
respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment
Assessment must ensure access to appropriate dance class areas or spaces, including outdoor locations.
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 skills in a classroom setting
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 basic dance techniques
direct observation or video recording of candidate developing basic dance techniques in dance classes.
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:
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:
perform a range of dance movements within personal capabilities
identify a range of basic dance techniques
perform two dance sequences that demonstrate a mastery of basic dance techniques
respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment
Assessment must ensure access to appropriate dance class areas or spaces, including outdoor locations.
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 skills in a classroom setting
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 basic dance techniques
direct observation or video recording of candidate developing basic dance techniques in dance classes.
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:
CUADAN202A Incorporate artistic expression into basic dance performances
CUAPRF201A Prepare self for performances.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WI032 | CUADAN201 | Develop basic dance techniques | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D666 | CUV20211 | Certificate II in Aboriginal or Torres Strait Islander Cultural Arts | Qualification |
| D779 | CUA20111 | Certificate II in Dance | Qualification |