Unit of competency details

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CUADAN505A

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. Maintain a physical conditioning program

1.1. Set realistic physical conditioning goals aimed at improving own dance technique

1.2. Apply a range of techniques to improve stamina, strength and flexibility

1.3. Identify risk factors  that may inhibit the achievement of goals and seek professional advice as required

1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program

1.5. Always perform warm-up and cool-down  activities in conjunction with dance activities

2. Practise contemporary dance technique of increasing difficulty

2.1. Apply a high level of concentration, facility and expertise to increasingly difficult contemporary dance technique  in each section of class work 

2.2. Develop increasingly complex performance attributes 

2.3. Apply principles of alignment with power, flexibility, coordination and cardiovascular endurance throughout classes

2.4. Show developed strength and complexity in footwork 

2.5. Develop appreciation of timing and weight centring when working with a partner

3. Develop physical learning and adaptability skills

3.1. Comprehend and reproduce new and complex movement sequences that demand different spatial orientations and changes in speed

3.2. Incorporate choreographic skills  into relevant sections of class work

3.3. Review personal goals taking into account individual attributes and expectations of the profession

3.4. Refine improvisational skills through an ever expanding movement vocabulary and spontaneity in response to various stimuli 

4. Execute sequences of a high level of difficulty

4.1. Practise repertoire with an increased awareness of and attention to rhythms  and time signatures  commonly used in contemporary dance

4.2. Execute group work with a high sense of cohesion

4.3. Execute extended sequences to right and left sides without prompting

4.4. Incorporate unseen combinations with speed and verve 

4.5. Perform with a clear sense of personal style while understanding and demonstrating the stylistic differences in a range of contemporary styles and approaches

4.6. Accomplish solo work with a developing sense of musical individuality

4.7. Present sequences with a high level of artistry and assurance across  contemporary dance styles  

5. Maintain expertise

5.1. Apply professional work ethic  to all practice and performance activities

5.2. Incorporate injury-prevention techniques  into all dance and movement activities

5.3. Use feedback from teachers and mentors to identify and develop ways to improve own contemporary dance technique as well as group work

5.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Overview of assessment 

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

Evidence of the ability to:

• perform complex combinations of contemporary dance technique consistently over time using:

• muscular strength and flexibility
• control of movement
• quality and breadth of movement
• individual artistic qualities and personalities
• torso contractions and releases
• triplets and layouts
• more complex enchaînements 
• combinations of spatial organisations with turns, balances and jumps of increasing difficulty and dynamic continuity

• demonstrate a high level of concentration, facility and expertise in each section of class work
• establish clear personal goals and engage in self-assessment processes that indicate an informed level of critical analysis of technique.

Context of and specific resources for assessment 

Assessment must ensure access to:

• fully equipped dance studios
• appropriate music or accompanists.

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
• video recordings of practice sessions
• 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 discussing components of contemporary dance technique and repertoire
• direct observation of candidate in practice sessions.

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:

• CUADAN402A Improvise an advanced dance sequence
• CUADAN507A Refine dance partnering techniques
• CUADAN508A Develop expertise in allied contemporary dance techniques
• CUAOHS501A Maintain a high level of fitness for performance.

Risk factors  may relate to:

• consistency of a physical fitness regime
• own ambition
• expectations of others
• injury-prevention strategies
• gender issues
• body image and eating disorders
• insufficient hydration
• poor nutrition
• incorrectly fitting footwear
• gender-appropriate performance techniques.

Warm-up and cool-down  may include:

• stretching
• joint-mobility exercises
• flexibility exercises
• aerobic activities
• anaerobic exercises
• coordinated breathing activities
• floor work.

Contemporary dance technique  may include:

• Cunningham
• Graham
• release technique
• upper and lower body poses, phrases and movements
• correct breathing techniques
• balanced positions, including:

• elevation of steps
• body positions
• transitions while in motion and while stationary

• standing work and travel combinations
• jump work
• variations in timing and styles of movement
• expressing a range of emotions through the language of dance
• centre control
• spotting employment of strength and agility
• employing visualisation techniques
• employing strength and agility
• demonstrating an awareness of personal and general space when travelling and stationary
• using arm lines appropriately and extensively
• multi-turning exercises
• clean, sharp isocentric and polycentric isolations
• correct posture and alignment when in motion
• demonstrating safe dance practices in jumping and faster travelling steps
• footwork, arm lines and head movements in combination to express rhythm
• performing complex turns while maintaining good technique
• moving against gravity with confidence and knowledge.

Sections of class work  include:

• warm up
• floor work
• centre practice
• turns
• travelling sequences
• jumps
• cool down.

Performance attributes  may include:

• musicality with attention to nuances of interpretation
• movement dynamics
• strong sense of individuality and 'presence' in the execution of sequences
• sensibility in sequences of increasing difficulty
• alternative musical time signatures and phrasing as the structural basis of the exercises
• different expressive qualities applied to movement sequences
• reliance on individual interpretation
• inclusion of repertoire in class work.

Footwork  may include:

• greater assurance in completing multiple turns
• sequences that demonstrate a developed capacity to transfer weight in all pathway directions
• enchaînements  with style and confidence.

Choreographic skills  may include:

• retrograde
• inversion.

Stimuli  may include:

• music, such as:

• any type of musical style, like jazz, hip-hop and world
• vocal
• instrumental

• percussion, such as:

• drums
• hands
• feet stamps
• percussion instruments

• word motivation, such as:

• wobble, twitch, freeze
• vault, twirl, collapse
• pause, swell, jerk
• vibrate, bound, creep

• technical equipment, such as:

• lighting
• audiovisual
• fog machines
• scaffolding

• other props, objects and materials, such as:

• fabric
• instruments
• puppets or dolls
• piece of clothing
• ladder or chair
• boxes
• flowers
• footwear
• hat
• lipstick

• silent space
• various texts, such as:

• poetry
• newspaper articles
• lyrics
• advertisements.

Rhythms  may include:

• syncopation, such as:

• 6/8
• tacit

• unification
• monotone
• jazz.

Time signatures  may include:

• 3/4
• 4/4
• 6/4.

Contemporary dance styles  may include:

• Graham
• Cunningham
• Horton
• release
• Alvin Alley.

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.

Injury-prevention techniques  may include: 

• warming up and cooling down before and after class and performance
• wearing appropriate clothing and footwear
• applying intent and focus while dancing
• not overstretching
• wearing appropriate bandaging and bracing where appropriate to support body
• appropriate diet and rest
• using appropriate equipment, such as barre, mirror and sprung floors
• attention to teacher.