Modification History
Version |
Comments |
CUACHR403A |
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 explore and develop choreography for informal presentations by applying elements of shape, space, time and dynamics.
Application of the Unit
Dancers who combine a number of composition skills to develop basic choreography for informal presentations apply the skills and knowledge outlined in this unit. They could be performing the choreography themselves for a dance class or teaching others how to perform the choreography for a non-professional performance.
At this level choreography skills and knowledge could be applied to a variety of dance styles, such as tap, jazz, contemporary, street and cultural forms of dance. Work is usually undertaken under some supervision, though autonomy and judgement can be expected.
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
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. |
Elements and Performance Criteria
1. Develop an understanding of choreographic techniques used |
1.1. Identify components of choreography in dance sequences 1.2. Evaluate the artistic, creative and technical procedures of dance works by various well-known choreographers 1.3. Identify factors that have an effect on how to approach dance choreography 1.4. Select the most appropriate way of documenting dance sequences to be choreographed |
2. Invent movement material |
2.1. Consider the range of ways dance elements could be organised for different types of dance stimuli and purposes 2.2. Apply structural components of movement, phrases and sequences to dance 2.3. Create short pieces that demonstrate inventiveness in sequencing of movements 2.4. Create phrases that demonstrate a clear understanding of phrasing and rhythmic structures 2.5. Apply safe dance practices to prevent injury to self and others |
3. Present informal choreographic tasks |
3.1. Develop, rehearse and edit compositions for informal presentations 3.2. Communicate ideas using verbal, physical and tactile means and provide constructive feedback to other dancers as required 3.3. Use props, music and costumes effectively 3.4. Demonstrate choreographic approaches that move beyond literal or simple narrative 3.5. View work in progress with appropriate personnel and seek feedback on how well the choreography meets creative and technical requirements 3.6. Incorporate ideas and suggestions into work |
4. Evaluate choreography |
4.1. Develop a journal to detail composition process 4.2. Reflect upon and analyse choreographic structures and processes in written and verbal formats 4.3. Compare work against previous work to assess development of techniques and ideas 4.4. Discuss strengths and weaknesses of choreography with appropriate personnel and identify strategies for improving own choreography techniques |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication and teamwork skills to:
- work with other dancers, including providing them with direction
- consult with others involved in the choreographic and performance process
- receive constructive feedback and apply it to future work
- analyse, discuss and write about choreographic elements in relation to composition studies
- initiative and creativity skills to:
- develop new choreography
- work creatively with others
- follow through with own individual style or idea
- solve choreographic problems in dance sequences
- learning skills to:
- improve performance and choreographic skills through experimentation and practice
- research a topic to inform choreographic tasks
- observe and interpret physical skills
- planning and organising skills to:
- collect information about various dance works for analysis
- reflect on and analyse choreographic structures and processes
- devise choreographic work for informal presentations
- incorporate props, music and costumes into the planning process at a basic level
- technical skills to:
- manipulate movement within a range of composition structures and vocabulary
- generate the structural components of shape, dynamics and rhythm in movement phrases and sequences
- construct sequences of movement and form sequences into a cohesive whole.
Required knowledge
- structural movement elements that comprise a choreographic work
- role of movement motifs in composition
- composition elements of choreographic dance sequences
- artistic, creative and technical procedures used by well-known dance choreographers
- structuring dance through the use of formal composition devices, such as:
- canon
- inversion
- accumulation
- retrograde
- rondo
- dance as a form of communication
- issues and challenges that arise in the context of composing dance
- dance vocabulary relevant to chosen style or genre
- ways to document or notate dance
- 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.
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). |
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.
Components may include: |
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Choreographers may include: |
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Factors may include: |
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Ways of documenting dance may include: |
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Elements may include: |
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Stimuli may include: |
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Structural components may include: |
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Inventiveness may include: |
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Safe dance practices may include: |
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Informal presentations may include: |
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Appropriate personnel 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.