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.

Aspectsmay include:
audience characteristics
costume requirements
length of performances
make-up
number of performances.
Relevant personnelmay include:
choreographers
community members
elders
manager
mentors
performers
supervisors.
Protocols may 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 and Torres Strait Islander societies
full set of protocols of a particular community or cultural grouping, which is likely to be unique, such as:
activities open only to initiated persons
gender-specific activities
how to approach certain persons
obtaining information and materials
permission for activities
prohibitions on activities or communication
who to approach for a particular reason.
Costumes may include:
headbands
mukmuk
waistbands
zazi.
Basic dance skillsmay include:
body alignment for Aboriginal and Torres Strait Islander dance
exercises and sequences incorporating air work, such as rolls
exterior dance spaces
floor work, such as:
stretches
abdominal strengthening
improvisation
locomotor movements, such as:
walking
leaping
sliding
non-locomotor movements, such as:
twisting
turning
stretching
swaying
bending
maintaining rhythm and tempo
working at differing tempos
focusing eyes and mind while performing
working on centre and off centre.
Safe dance practicesrelate to:
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
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
correct execution of dance steps
appropriate clothing and footwear
nutrition and diet.
Aboriginal and Torres Strait Islander instrumentsmay include
body design and ornamentation
clap sticks
didgeridoo
kangaroo skin pillows
possum drums, if available
pumpil
traditional dress wear.

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 Aboriginal and Torres Strait Islander dance exercises and sequences, within personal capabilities
convey the basic spirituality of Aboriginal and Torres Strait Islander dance steps and movements
display fluency of movement
apply the basic concepts of Aboriginal and Torres Strait islander dance to own performances.
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.
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
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 dance’s cultural meaning
direct observation 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.