Modification History
Version |
Comments |
CUADAN302A |
This version first released with CUA11 Live Performance Training Package version 1.0 |
Unit Descriptor
This unit describes the skills and knowledge required to demonstrate culturally and technically appropriate execution of Aboriginal and Torres Strait Islander dance forms and techniques. It is intended that this unit be delivered by and to Aboriginal and Torres Strait Islander people.
The knowledge required to achieve competency in this unit may only be accessible to Aboriginal and Torres Strait Islander people and may be the cultural and intellectual property of specific communities. Respect and maintenance of community protocols would need to be adhered to.
Organisations delivering this unit would be expected to work closely with a local Aboriginal and Torres Strait Islander community or Community Advisory Board (CAB). Information on the composition and role of CABs is provided in the Assessment Guidelines in CUA11 Live Performance Training Package.
Application of the Unit
Aboriginal and Torres Strait Islander people with some practical experience in traditional Indigenous Australian dance apply the skills and knowledge outlined in this unit. They could be performing as members of a group in events in the local community or in public performances for visitors to their region or community. The candidate is expected to increase expertise over time with considerable skills practice of technical exercises. Dancers should be able to perform traditional or cultural dances to a moderate level either alone or as an ensemble member.
Work performed requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of publication.
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. Consolidate understanding of traditional Indigenous performing arts |
1.1. Explore historical and contemporary aspects and roles of performing arts practice for individuals and families within Aboriginal and Torres Strait Islander communities 1.2. Identify cultural values and principles in relation to artistic performance within Indigenous Australian communities 1.3. Seek advice from relevant personnel as required regarding customary law principles and how they affect own dance practice 1.4. Discuss with relevant personnel the connection between traditional and contemporary cultural performing arts practice |
2. Develop a body of information on the Australian cultural tourism industry |
2.1. Determine interrelationships between cultural tourism, cultural heritage and performing arts industries in relation to Aboriginal and Torres Strait Islander performing arts activities 2.2. Record, monitor and file information in simple and accessible ways 2.3. Use opportunities to update knowledge of the cultural tourism, cultural heritage and performing arts industries and incorporate relevant information into professional dance practice |
3. Develop Indigenous Australian dance techniques |
3.1. Identify the influence of customs and time in relation to dress or costuming, props, sets, music and cultural knowledge involved in dance activities of different styles of Indigenous Australian dances 3.2. Explore the relationships in which musical elements , dramatic role and performance techniques form a distinctive character of particular pieces or performances 3.3. Establish a relationship with a performing arts mentor to determine the cultural protocols , purpose, style, content and protocol parameters of dance routines 3.4. Develop a mentoring plan , detailing support and assistance in consultation with a mentor or professional dance performer 3.5. Choreograph sequences of body movement activities as simple dance performances in relation to a chosen cultural story or musical piece 3.6. Develop a repertoire of fluid positions, movements and actions in differing patterns and poses in conjunction with mentors 3.7. Seek feedback from relevant personnel to facilitate improvement in Indigenous Australian dance techniques |
4. Demonstrate technical requirements of Indigenous Australian performance and material |
4.1. Under direction of mentors employ appropriate cultural and aesthetic aspects of Indigenous Australian community in the design of appropriate techniques, language and movements to perform culturally appropriate solo and ensemble Indigenous Australian dance sequences 4.2. Perform sequences of dance movements and activities, alone and with others, which appropriately express cultural content and context, and accord with cultural, customary law, copyright and intellectual property requirements 4.3. Explore and apply methods used to ensure cultural maintenance in relation to performing cultural or cultural tourism Aboriginal and Torres Strait Islander dance 4.4. Follow cultural protocols, ethics and traditions when rehearsing and performing |
5. Maintain health and safety during dance performance |
5.1. Take responsibility for own and others’ safety in compliance with OHS policies during practice and performance of dance routines 5.2. Implement strategies that ensure environmentally friendly impact of dance performances 5.3. Establish and maintain a positive personal work ethic 5.4. Respond to opportunities to enhance cultural and technical skills and knowledge 5.5. Seek audience feedback and apply continuous improvement strategies to performance techniques |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication skills to:
- discuss dance and physical conditioning issues with relevant personnel
- implement conflict management and negotiation skills as required
- respond appropriately to feedback on own skill development and performance
- participate in, monitor and review mentoring arrangements with Aboriginal and Torres Strait Islander people
- initiative and enterprise skills to:
- choreograph simple movement sequences
- dance with confidence and projection
- investigate and employ relevant cultural protocols and culturally appropriate communication
- observe protocols appropriate to the Aboriginal and Torres Strait Islander community in dance performances
- learning skills to:
- incorporate expression of appropriate dramatic nuance and movement into performance pieces
- improve own Aboriginal and Torres Strait Islander dance techniques through practice, performances and ongoing commitment to dance performance
- improvise movement sequences
- literacy skills to:
- identify, read and understand cultural, tourism or performing arts industry information
- undertake research and interpret research findings
- planning and organising skills to:
- plan and execute own warm-up and cool-down routines
- prepare for performances
- plan practice time
- self-management skills to:
- arrive punctually at classes, rehearsals and performances
- dress appropriately
- follow procedures to minimise the environmental impact of performance activities on the environment
- observe dance discipline and follow direction
- follow safe dance practices at all times
- teamwork skills to work collaboratively with others involved in dance classes and performances
- technology skills to search for and download information from the internet.
Required knowledge
- overview knowledge of:
- OHS in the context of performing Aboriginal and Torres Strait Islander dance
- stagecraft as it relates to dancers, including:
- costumes
- make-up
- props
- lighting
- structures and roles or functions of cultural heritage, cultural tourism and performing arts industries, including their interrelationships, occupational and industry legislation, licensing and accreditation schemes
- well-developed knowledge of:
- values and major features in contemporary Indigenous Australian cultures
- traditions of ownership and protocols relating to created work and dance performance in Aboriginal and Torres Strait Islander cultures, including:
- music
- artefacts
- body painting
- costumes
- history and role of performing arts within Aboriginal and Torres Strait Islander culture and ways in which values and protocols may impact on work practices in different environments, including:
- commercialisation of cultural material
- tourism
- intellectual property
- knowledge of protocols in relation to moral rights
- copyright of the physical expression of cultural material, including appropriation
- legislative and regulatory requirements within the performing arts industry
- legislative and regulatory requirements regarding customary law, including:
- Australian Indigenous Cultural and Intellectual Property
- those of the National Indigenous Arts Advocacy Association
- choreographic techniques
- principles underlying dance movements and techniques, such as:
- 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
- principles of interpersonal communication
- performing arts terminology.
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 may take place on the job, off the job (for example in communities and training organisations) or a combination of on and off the job. This unit requires access to:
Trainers and assessors in this unit should be Aboriginal and Torres Strait Islander people validated by the Community Advisory Board set up to oversee implementation of this training. They must ensure that the cultural and intellectual property rights of Aboriginal and Torres Strait Islander peoples are protected. |
Method of assessment |
While the knowledge can be tested in written and oral assignments, performance evidence needs to be collected in actual or realistic simulated situations. It also needs to be assessed on a number of occasions. 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). Training and assessment can be undertaken in conjunction with Aboriginal and Torres Strait Islander persons. |
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.
Cultural values and principles may include: |
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Relevant personnel may include: |
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Customary law may include: |
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Differences between cultural tourism, cultural heritage and performing arts industries may include: |
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Musical elements may refer to: |
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Performance techniques may include: |
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Cultural protocols : |
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Mentoring plan must include: |
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Choreographic techniques may refer to: |
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Body movement activities may include: |
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Cultural and aesthetic aspects may include: |
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Techniques, language and movement may include: |
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Cultural maintenance must include: |
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OHS must include: |
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Environmentally friendly must include: |
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Personal work ethic may refer to: |
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Opportunities to enhance cultural and technical skills may include: |
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Unit Sector(s)
Performing arts - dance
Custom Content Section
Not applicable.