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.

Listening skills may refer to:
aural memory and imagination
chords, keys in tonal or other musical systems
identifying and using techniques to develop aural imagination
pattern and sequence recognition
recognising music systems, instruments and practices
reproduction of sequences from memory.
Relevant personnel may include:
coaches
colleagues
family members
medical practitioners
mentors
nutrition experts
performers
teachers.
Danceincludes styles, such as:
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
street
tap
wheelchair dancing.
Techniquesmay refer to:
attack
articulation
communication with the audience
dynamics
improvisation
innovative performance practices
interpretation of the music
musical expression
nuance
phrasing
stage presence.
Musical elements may refer to:
acoustics
aesthetic qualities
beat
cultural context
dynamics
expression
form or structure
genre
harmony and chords
interpretation
melody
notation
nuance
ornamentation
phrasing
pitch
rhythm
scales
sound production
tempo
timbre, tone or colour
time signatures
tonality.
Expression may relate to:
performing appropriately for the context of venue and performance
presenting creative ideas effectively for performers or other purposes
understanding and expressing appropriate dramatic nuance
interpreting music scores in relation to chosen dance style or genre by using knowledge of:
a variety of instruments and instrumental combinations
beats
chord sequences
music systems
rhythmic styles
scales
time signatures
using original and innovative approaches in performances
using movement and breathing appropriately to enhance performance.
Musical style may relate to:
music from various cultures that demonstrates a variety of strong underlying up and down beats, including:
traditional
classical
contemporary musical styles
jazz
country
folk
ethnic
the way musical elements are combined and manipulated or interpreted through body and hand movements in dance performance.
Warm-up activitiesmay include:
aerobic activities
coordinated breathing activities
flexibility exercises
joint-mobility exercises
minor stretches.
Cool-down activitiesmay include:
floor work
stretching.
Injury-prevention techniquesmay include:
applying intent and focus while dancing
appropriate diet and rest
not overstretching
attention to teacher
warming up and cooling down before and after class and performance
wearing appropriate bandaging and bracing where appropriate to support body
wearing appropriate clothing and footwear
using appropriate equipment, such as barre, mirror and sprung floors.
Common health concernsmay include:
dehydration
lack of rest
lack of understanding of basic anatomy and physiology of dance
lack of warming up and cooling down properly
poor diet
overstraining the muscles.
Performance preparation may refer to:
awareness of performance environment (space, location, size) and audience
awareness of stage equipment and how it may affect performance
awareness of time lines and call times immediately prior to performance
immediate physical preparation
mental preparation
observing protocols appropriate to the genre, style and context of performance
preparation of performance space to ensure safety of self and others
preparation and organisation of props, costumes and equipment immediately prior to performance
rehearsal appropriate to audience.
Basic locomotor body movementrefers to:
clapping
clicking fingers
closing
steps:
forward
backward
in
heel and toe
out
side
back
cross
turn
touching
jumping
stamping
kicking
lifting.
Performancesmay be:
live before an audience
in a learning environment.
Sequences may include:
combining weight transfer and non-weight transfer techniques
combining sequences, such as locomotor and non-locomotor movements
coordinating movement safely with others
improvisation
isocentric and polycentric isolations
locomotor movements, such as:
leaping and jumping
pirouettes
pencil turns
lower body movements
non-locomotor movements, such as:
balancing
swinging
stretching
turning or twisting
sequences with frequent change of facing
specific dances, such as:
grapevine
step hop
two-step
three-step
charleston
cherkessiya
schottische
upper body movements
using arm lines appropriately and extensively
working in even and uneven timing
working with uncommon metre.
Genres of music may refer to:
classical
contemporary
disco
ethnic, such as:
African
Indian
Irish
Russian
Hungarian
hip-hop
jazz
Latin.
Kinaesthetic awarenessmay relate to awareness of:
balance
body movements derived from:
muscle, tendon and articular sensitivity
outside the body, such as the eyes, ears, mouth and skin
stimulus within the body, including blood pressure and body position
breathing
centring
coordination
dynamics
flexibility
focus
gestures
gravity
location in space
locomotion
muscular tensions of the body and its parts
orientation
position
posture
rhythm
shape
time.
Aspects of personal presentation may include:
accessories
costumes
hair
make-up, including body paint
props
posture
way of moving.
Work ethicmay refer to:
attentive behaviour in creative practice
awareness of:
substance abuse
addictive behaviours
expectations of others
eating disorders
effective management of personal finances
balanced diet
energy levels and personal limitations
stage and theatre etiquette
developing strategies to:
cope with performance anxiety
maintain motivation
effective personal hygiene habits, such as:
clean and short nails
clean and tied-up hair
clean hands
ongoing dedication to a physical conditioning exercise program
maintaining costumes and other apparel
maintaining a work-life balance
punctuality and reliability
working creatively with individual differences.

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 rhythmic movement sequences that demonstrate:
kinaesthetic awareness
understanding of human movement principles
understanding of different styles and genres of music
relationship between principles and elements of music and rhythmic body movements in ensemble and solo performances
apply safe dance practices and injury-prevention techniques at all times
respond appropriately to constructive feedback on own skill development.
Context of and specific resources for assessment
Assessment must ensure access to:
relevant instruments or equipment
scores or other materials for analysis and discussion
performance opportunities
appropriate venue with adequate space, acoustic qualities and safe flooring.
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 live or recorded performances
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 rhythmic movement
review of candidate’s analysis of a musical piece and the subsequent choreographed basic rhythmic movement sequence
direct observation of candidate in rehearsals and performances.
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:
CUADAN304A Develop dance improvisational skills
CUAPRF307A Develop performance techniques.