Unit of competency details

Version 

Comments 

CUADAN609A

This version first released with CUA11 Live Performance Training Package version 1.0

Element 

Performance Criteria 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Undertake practice sessions to prepare for rehearsals

1.1. Clarify the intent of performances in relation to intended audience

1.2. Discuss with relevant personnel aspects  of own role

1.3. In practice sessions execute exercises and sequences that demonstrate mastery of technique in the required cultural dance style

1.4. Execute exercises and complex dance sequences with high levels of concentration and agility

1.5. Apply critical analysis skills to review own progress towards achieving optimum performance technique in required cultural dance style

1.6. Respond appropriately to constructive feedback and advice from relevant personnel

2. Rehearse cultural dance sequences

2.1. Communicate in a way that contributes to a constructive rehearsal atmosphere

2.2. Respond promptly and to direction  as required

2.3. Practise and rehearse sequences until an optimum performance standard is reached

2.4. Refine own performance in group dances and solo sequences as required

2.5. Improve own performance by incorporating relevant advice and feedback

2.6. Engage fully in the artistic process to optimise the overall performance effect

3. Perform cultural dance sequences

3.1. Always perform warm-up and cool-down activities  in conjunction with performance activities

3.2. Apply a range of strategies  to overcome performance anxiety

3.3. Adapt performances to the scale and nature of the venue  and audience requirements

3.4. Maintain concentration, stamina and focus for the duration of performances

3.5. Implement principles and characteristics of various performance techniques 

3.6. Respond promptly and creatively to contingencies  where required to maintain the integrity of performances

4. Evaluate cultural dance performances

4.1. Analyse performances against previous work and creative goals to assess own technical and artistic development

4.2. Identify and observe weaknesses and errors in performances and develop strategies to improve performance

4.3. Analyse and evaluate feedback  and criticism and develop strategies for possible adjustments to future work

5. Develop professional practice

5.1. Develop and refine professional work ethic 

5.2. Develop realistic parameters as a basis for extending scope of performance practice 

5.3. Identify regimes and artistic strategies  to refine own performance technique

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the ability to:

• rehearse cultural dance sequences effectively to achieve required performance standard
• integrate knowledge, technique and creativity in the performance of cultural dance sequences on at least two occasions
• seek and use constructive criticism to improve own cultural dance performance skills.

Context of and specific resources for assessment 

Assessment must ensure access to:

• rehearsal and performance opportunities with appropriate flooring
• relevant resources and equipment.

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 extending cultural dance performance skills to a professional level
• direct observation of candidate rehearsing and performing complex cultural dance sequences.

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:

• CUAOHS501A Maintain a high level of fitness for performance
• CUAOHS602A Develop techniques for maintaining resilience in a competitive environment
• CUAPRF502A Apply theatrical make-up.

Relevant personnel  may include:

• agents
• community members
• directors
• producers
• fellow performers
• mentors
• teachers
• coaches
• choreographers
• musical directors
• conductors.

Aspects  of own role may include:

• number of sequences to be performed
• cultural dance style
• solo requirements
• nature of interaction with other dancers in group sequences
• personal appearance requirements, including:

• costumes
• make-up
• hair

• props required in sequences.

Direction  refers to:

• advice and instruction from:

• directors
• musical directors
• choreographers
• stage managers.

Warm-up and cool-down activities  may include:

• aerobic activities
• anaerobic exercises
• coordinated breathing activities
• exercises to loosen mouth, including:

• tongue
• lips
• soft palate

• exercises to loosen face muscles, including:

• cheek
• eye
• jaw

• flexibility exercises
• floor work
• gentle open vowel singing
• joint-mobility exercises
• stretching
• vocalising exercises beginning in mid-range before extending to upper and lower registers.

Strategies  to overcome performance anxiety may include:

• adequate rehearsal
• focusing on a single element or action at a time
• relaxation techniques, such as:

• meditation
• imagery or conscious visualisation
• affirmations
• stretching
• deep breathing
• light aerobic exercises

• maintaining a work-life balance
• mental rehearsal
• warm-up routines.

Venues  may include:

• small and large theatres
• stadiums and arenas
• community halls
• urban and rural outdoor performance spaces.

Performance techniques  may refer to:

• control of stage
• energy and attack
• improvisation
• movement.

Contingencies  may include:

• forgetting steps
• failure of technical equipment
• provocation from the audience
• sudden injury of self or fellow performers.

Feedback  may include:

• director’s notes
• audience feedback
• discussion with other performers
• observations from peers.

Professional work ethic  may 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 concentration, focus and physical alertness in all performance activities
• maintaining costumes and other apparel
• maintaining a work-life balance
• punctuality and reliability
• working creatively with individual differences.

Extending scope of performance practice  may include:

• working effectively with tutor or coach
• participating in professional development and other learning opportunities
• undertaking training courses
• practising systemically
• participating in relevant groups or associations
• experimenting with own performance
• communicating with peers
• being involved in a range of relevant performance activities
• viewing and reviewing relevant performance events and activities.

Regimes and artistic strategies  may include:

• lectures
• seminars
• conferences
• symposiums
• master classes
• professional organisations
• practical workshops
• performance rehearsals
• individual training.