Modification History
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CUACHR401A |
This version first released with CUA11 Live Performance Training Package version 1.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to create and perform solo and group dance pieces in dance styles, such as tap, jazz, contemporary, street and cultural forms of dance.
The context of creating short dance pieces for others to perform is covered in CUACHR402A Create short dance pieces.
Application of the Unit
This unit applies to those who are required to plan, compose, stage and perform solo and group dance pieces. Performances could be for dance-school productions or other non-professional contexts.
Work is usually undertaken under some supervision, though autonomy and judgement can be expected given the nature of the creative process.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
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Element |
Performance Criteria |
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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. |
Elements and Performance Criteria
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1. Plan, rehearse and compose dance pieces |
1.1. Clarify intention of dance pieces with relevant personnel 1.2. Use a range of sources to generate ideas and determine stimuli 1.3. Select ideas and translate intention into choreographic plans 1.4. Through experimentation and improvisation identify dance forms and structures to be included in plans 1.5. Improve and refine choreographic plans in rehearsal for performance of dance pieces 1.6. Demonstrate unity, continuity and variety in dance pieces 1.7. Review the dance-creation process through self-evaluation and in consultation with relevant personnel to improve and modify 1.8. Ensure safe dance practice at all times |
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2. Create production elements to enhance dance pieces |
2.1. Establish and source audio requirements to support mood, creative experience and audience affect 2.2. Resolve lighting and vision system requirements for performance of dance pieces to support intention 2.3. Agree on costuming, make-up and hair to enhance audience experience and aesthetic qualities of dance pieces 2.4. Determine and organise appropriate sets and props to create atmosphere and environment 2.5. Arrange stage markings to reflect choreographic plans |
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3. Perform dance pieces |
3.1. Exercise and control physical movement techniques that reflect choreographic plan for dance pieces 3.2. Recall and execute dance sequences, structures and spatial relationships to support choreographic plans 3.3. Demonstrate flow, phrasing and dynamics showing sensitivity in line with the intention of dance pieces 3.4. Maintain focus and concentration throughout performance, including connecting and interacting with other dancers as required 3.5. Demonstrate performance skills , showing expression and engagement with audience 3.6. Use performance space appropriately |
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4. Evaluate dance pieces |
4.1. Develop a journal to detail composition process for reflection and analysis 4.2. Compare work against previous work to assess development of techniques and ideas 4.3. Discuss strengths and weaknesses of dance pieces with relevant personnel and identify strategies for improving own techniques |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication and teamwork skills to:
- work collaboratively and in integrated ways with others involved in performances
- receive constructive feedback and apply it to future choreographic work
- clarify an expressive intention
- document a choreographic plan for reflection and analysis
- communicate intention to other dancers and technicians
- initiative and creativity skills to:
- seek and use a variety of sources and stimuli for creative inspiration
- develop new choreography
- work creatively with others
- translate a choreographic plan into a well-crafted and executed performance
- follow through with own individual style or idea
- perform in ways that engage an audience
- learning skills to:
- improve performance and skills through experimentation and practice
- evaluate and revise all aspects of a creative process
- evaluate and revise own performance as well as that of others
- planning skills to:
- develop a choreographic plan
- reflect on and analyse choreographic structures and processes
- devise choreographic work for informal presentations
- technical skills to:
- experiment with, improvise and refine choreographic plans
- incorporate a number of staging elements, such as:
- audio
- lighting and vision systems
- costuming, make-up and hair
- set and prop design
- stage markings.
Required knowledge
- creative process as it relates to choreography
- all elements of dance
- choreographic devices and structures
- dance as a form of communication
- issues and challenges that arise in the context of composing dance
- dance vocabulary relevant to chosen dance styles
- safe dance practices.
Evidence Guide
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.
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure access to a dance studio or space, including:
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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:
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). |
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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Range Statement
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.
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Intention may include: |
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Dance piece may be: |
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Relevant personnel may include: |
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Sources may include: |
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Stimuli may include: |
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Choreographic plan may include: |
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Experimentation and improvisation may include: |
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Dance forms may include: |
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Dance structures may include: |
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Unity, continuity and variety may include: |
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Dance-creation process may include: |
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Safe dance practices may include: |
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Audio requirements may include: |
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Lighting and vision system requirements may include: |
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Flow may include: |
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Phrasing may include: |
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Dynamics may include: |
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Focus may include: |
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Performance skills may include: |
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Reflection and analysis may include: |
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Unit Sector(s)
Performing arts - choreography
Custom Content Section
Not applicable.
