Modification History
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CUADAN601A |
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 perform complex dance technique demonstrating range, depth, precision and artistry across traditional ballet and contemporary works at a professional level.
Application of the Unit
This unit applies to dancers who are moving towards professional careers in contexts where complex dance technique and versatility are required. Employment is with professional companies where dancers perform advanced repertoire from traditional ballets and contemporary works as part of ensemble, duo or soloist roles. They could also be performing in rehearsals and productions of established or original works by staff and guest choreographers.
At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire. While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and sense of responsibility for themselves and others during practice sessions, rehearsals and live performances.
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
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Element |
Performance Criteria |
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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
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1. Contribute to the rehearsal process |
1.1. Demonstrate an ability to prepare unsupervised for rehearsals 1.2. Display professional work ethic with respect to concentration, focus and physical alertness with choreographers, rehearsal directors and fellow dancers 1.3. Contribute to the creative process with a high level of initiative, confidence and skill 1.4. Respond promptly to direction as required 1.5. Practise and rehearse sequences until an optimum performance standard is reached |
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2. Execute a professional level of artistry and presentation |
2.1. Refine professional facility in using feedback and choreographer or director's notes to enhance personal and group performance 2.2. Demonstrate a professional level of performance presence and partnering techniques 2.3. Show detailed interpretation as is required by the choreographer 2.4. Execute complex variations of repertoire with accuracy and precision 2.5. Exhibit a professional level of physical learning and adaptability to transfer class work into professional performances |
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3. Perform specified roles in chosen dance works |
3.1. Execute variations and repertoire of complexity with a high level of technical accuracy 3.2. Convey a high level of spatial awareness appropriate to solo, group and partnering work 3.3. Execute group and partnering work with a professional sense of cohesion and solo work with a professional sense of musical individuality 3.4. Present variations and repertoire with a high level of artistry and assurance across chosen dance styles and genres |
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4. Incorporate performance techniques into professional level performances |
4.1. Undertake preparations appropriate to performance contexts 4.2. Ensure that personal presentation is appropriate to performance contexts 4.3. Apply performance psychology techniques to preparations 4.4. Sustain focus and concentration to produce performances that show artistry, rhythm and musicality and convey the story and mood of the dance 4.5. Convey choreographic intent of dances through confident and precise execution of performance techniques 4.6. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or ensemble technique |
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5. Develop professional practice |
5.1. Develop and refine professional work ethic 5.2. Develop realistic parameters as a basis for extending scope of performance practice 5.3. Identify regimes and artistic strategies that will refine own performance technique |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication skills to:
- work collaboratively as part of an ensemble, duo and with independence as a soloist
- respond appropriately to feedback on own skill development and performance
- consult with peers and mentors, including interpersonal skills relating to listening, questioning, gaining feedback and giving information
- communicate to the audience though movement
- initiative and enterprise skills to:
- be an integral and committed member of a rehearsal process
- dance with artistry and assurance
- communicate mood, style and grace through dance
- learning skills to:
- perfect classical and contemporary ballet repertoire and performance skills through:
- practising complex movements and sequences
- a positive attitude and commitment to the rehearsal and performance process
- observe and interpret physical skills
- commit to developing performance quality and artistry in the given style
- planning and organising skills to:
- prepare for performances, auditions and competitions
- plan practice time
- self-management skills to:
- arrive punctually at classes, rehearsals and performances
- dress appropriately
- observe dance discipline and follow direction
- apply safe dance practices and identify risk factors
- demonstrate professional work ethic
- teamwork skills to work collaboratively with others involved in dance classes and performances
- technical dance skills to:
- execute high level of competency in dance repertoire
- demonstrate a high level of spatial awareness in group movements, including floor patterns and aerial pathways
- exhibit a high level and range of coordination of limbs, torso and head
- demonstrate a professional level of physical accuracy in performance
- show professional level of consistency from one performance to the next.
Required knowledge
- principles underlying dance movements and techniques, including:
- 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
- risk factors in ballet for the physical body
- rehearsal process
- terminology associated with the chosen dance styles
- staging considerations
- musical rhythms, including:
- time signatures
- beat
- tempo
- syncopation
- philosophical nature and history of the chosen dance styles and allied disciplines.
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.
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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:
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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). |
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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.
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Rehearsals may include: |
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Professional work ethic may refer to: |
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Repertoire may include: |
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Physical learning and adaptability may include: |
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Dance styles and genres may include: |
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Preparations may include: |
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Performance contexts may include: |
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Personal presentation may include: |
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Performance psychology techniques may include: |
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Extending scope of performance practice may include: |
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Regimes and artistic strategies may include: |
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Unit Sector(s)
Performing arts - dance
Custom Content Section
Not applicable.
