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Mapping	Notes	Date
Is superseded by and equivalent to CUADAN301 - Integrate rhythm in dance or movement technique	Updated to meet Standards for Training Packages.	20/Nov/2013

Release	Release date
1 1 (this release)	06/Oct/2011

CodeSort Table listing Training packages that include this unit by the Code column	TitleSort Table listing Training packages that include this unit by the Title column	Release
CUA11 - Live Performance Training Package	Live Performance Training Package	1.0

CodeSort Table listing Qualifications that include this unit by the Code column	TitleSort Table listing Qualifications that include this unit by the Title column	Usage Recommendation	Release
CUA30111 - Certificate III in Dance	Certificate III in Dance	Superseded	1
CUA30211 - Certificate III in Community Dance, Theatre and Events	Certificate III in Community Dance, Theatre and Events	Superseded	1
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Scheme	Code	Classification value
ASCED Module/Unit of Competency Field of Education Identifier	100105	Dance

Scheme	Code	Classification value	Start date	End date
ASCED Module/Unit of Competency Field of Education Identifier	100105	Dance	12/Apr/2012

Modification History

Version	Comments
CUADAN301A	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 integrate rhythm into dance or movement routines.

Application of the Unit

People who incorporate rhythm into dance or movement activities apply the skills and knowledge outlined in this unit. They could be performers involved in dance, musical theatre and circus performances. They would usually be performing as members of an ensemble, though some solo work could be expected. Alternatively, they could be involved in fitness and wellbeing activities which integrate a range of body movement techniques with music.

At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.

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 the beat and rhythm of music

1.1. Develop listening skills to identify particular styles of composition and sounds

1.2. Discuss with relevant personnel the relationship between dance or movement techniques and musical elements

1.3. Discuss ways of developing own expression skills with relevant personnel

1.4. Identify the characteristics of the musical style of pieces of music

1.5. Maintain and update knowledge of terminology in relation to music and movement

2. Prepare the body for movement

2.1. Perform basic warm-up and cool-down activities

2.2. Adhere to injury-prevention techniques

2.3. Take common health concerns for performers into account when devising own physical conditioning program

3. Perform integrated music and movement activities

3.1. Ensure appropriate performance preparation

3.2. Integrate artistic expression and basic locomotor body movements into performance pieces

3.3. Improvise dance or body movement sequences relevant to chosen genre of music

3.4. Perform dance or movement sequences safely and with consideration for others

3.5. Apply kinaesthetic awareness to exercises

3.6. Ensure that personal presentation is appropriate to dance or body movement activities

3.7. Establish and maintain a positive personal work ethic

3.8. Use feedback from teachers and mentors to identify and develop ways to improve own skills in exploring rhythm in the context of dance or movement technique

Required Skills and Knowledge

This section describes the skills and knowledge required for this unit.

Required skills

communication skills to:

discuss rhythmic movement concepts and techniques with relevant personnel
respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

express rhythms in physical form
work creatively with music and dance
choreograph basic rhythmic movement sequences
improvise

learning skills to:

decode tactile or kinaesthetic, aural and visual elements of music and movement
develop basic rhythmic movements and combinations of movements
develop an aural and movement memory

listening skills to identify various musical elements and styles
literacy skills to interpret and clarify written or verbal instructions
planning and organising skills to:

plan and execute own warm-up and cool-down routines
plan practice time
prepare for performances

self-management skills to:

arrive punctually at classes
dress appropriately
follow procedures to minimise the environmental impact of performance activities on the environment
observe dance discipline and follow direction
apply safe dance practices
teamwork skills to work collaboratively with others involved in classes and performances.

Required knowledge

overview knowledge of:

environmental issues associated with staging performances
musical instruments and composition techniques of chosen musical style or genre
principles of choreography and safe sequencing of movements
rhythmic movement and music terminology
stagecraft as it relates to dancers, including:

costumes
make-up
props
lighting

well-developed knowledge of:

principles and characteristics underlying physical movements and techniques, such as:

kinetic energy
relationship with gravity
spatial awareness
successional movement
use of breath
folding
extending
rotating
shifting weight

anatomical foundations, including:

articulation of the spine
engagement of the feet
bases of support, including feet, legs, hands, arms and torso
range of motion of the joints
differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts
musical rhythms, including:

time signatures
beat
tempo
syncopation.

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
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.

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.

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.
Dance includes 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.
Techniques may 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 activities may include:	aerobic activities coordinated breathing activities flexibility exercises joint-mobility exercises minor stretches.
Cool-down activities may include:	floor work stretching.
Injury-prevention techniques may 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 concerns may 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 movement refers to:	clapping clicking fingers closing steps: forward backward in heel and toe out side back cross turn touching jumping stamping kicking lifting.
Performances may 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 awareness may 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 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 costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.

Unit Sector(s)

Performing arts - dance

Custom Content Section

Not applicable.

Unit of competency details

CUADAN301A - Explore rhythm in the context of dance or movement technique (Release 1)

Summary

Training packages that include this unit

Qualifications that include this unit

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Classification history

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