Unit of competency details

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Comments 

CUADAN506A

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 cultural dance techniques of increasing difficulty

2.1. In practice sessions apply increasingly difficult techniques  relevant to cultural dance style  or physical discipline 

2.2. Develop increasingly complex performance attributes 

2.3. Work on articulating and embodying the philosophical principles of the dance style or discipline

2.4. Refine ways to apply alternative forms of physical coordination in exercises and routines

2.5. Work on achieving strong harmony of movement when practising dance sequences with a partner

2.6. Build strength and stability in technique by applying a knowledge of anatomical alignment principles  in exercises and routines

2.7. Work on improving accuracy in spatial arrangements 

3. Maintain expertise

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

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

3.3. Maintain and update knowledge of dance terminology

3.4. Use feedback from teachers and mentors to identify and develop ways to improve own cultural dance performance skills

3.5. 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 two complex dance or movement sequences that demonstrate:

• confident performance skills
• understanding of the discipline’s particular stylistic qualities
• muscular strength and flexibility
• control of movement
• quality and breadth of movement
• interpretative and expressive skills
• strong and precise technique in the chosen cultural dance style or physical discipline

• respond appropriately to constructive feedback on own performance.

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
• evaluation of performances during practice sessions (live or recorded)
• 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 refining cultural dance techniques
• direct observation of candidate executing exercises during classes or 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:

• CUADAN507A Refine dance partnering 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 activities  may include:

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

Techniques  may include:

• control in locomotor steps, such as:

• start and stop
• varying tempo
• leading with the left as well as the right foot

• weight transfer:

• falling
• releasing
• balancing

• turning movements and steps that include further extension
• elevation, including complex steps of low, medium and high elevation
• isolation techniques of increasing complexity, such as isolating, controlling and releasing two or more different parts of the body simultaneously
• transferring and applying physical information from one area of physical expertise to another
• rhythmic footwork
• pair and group work.

Cultural dance styles  may include:

• African
• belly dancing
• Hungarian
• Aboriginal and Torres Strait Islander dance
• Irish dance
• Italian
• magical, mystical or spiritual dance
• Moldavian
• Pacific Islander
• Polish
• ritual or sacred
• Russian
• Spanish
• Ukrainian.

Physical discipline  may include:

• martial arts
• fencing
• yoga
• circus arts
• Pilates.

Performance attributes  may include:

• musicality with attention to nuances of interpretation
• movement qualities to movement sequences
• 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.

Anatomical alignment principles  relate to:

• 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.

Spatial arrangements  relate to:

• floor patterns
• aerial pathways.

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.