Unit of competency details

Version 

Comments 

CUADLT402A

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. Develop an understanding of standard music notation

1.1. Become familiar with signs used to interpret  the rhythm  of musical pieces

1.2. Become familiar with signs used to interpret the pitch  of musical pieces

1.3. Become familiar with directions and markings  for expression, volume and phrasing

1.4. Distinguish the major characteristics of music from various musical styles  with reference to their notation

1.5. Discuss issues of music notation and how they inform the process of analysing dance with relevant personnel 

2. Make connections between movement and music in a cultural context

2.1. Distinguish between music from different cultural contexts 

2.2. Contrast aspects  of different styles of music

2.3. Analyse musical forms characteristically used to structure music in dance works from different cultural contexts

2.4. Analyse the relationship between movement and music in dance works from different cultural contexts

2.5. Define the relationship between the expressive qualities of movement and accompanying sound sources 

3. Apply skills of musical analysis to dance performances

3.1. Evaluate the effectiveness of music scores in enhancing the narrative of dance works

3.2. Evaluate the effectiveness of the relationship between music and dance in a range of performances 

3.3. Interpret rhythm from written notation and observe accented beats in responding to works

3.4. Identify the choreographic devices  that have been used to structure the dance work and evaluate their effectiveness in meeting the music’s demands

3.5. Apply appropriate music and dance terminology in detailing the relationship between the use of music and the dance work narrative

3.6. Seek feedback from relevant personnel on own ability to detail the relationship between music and dance and note areas for future improvement

Overview of assessment 

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

Evidence of the ability to:

• recognise the source and style of a range of musical pieces
• apply a knowledge of standard musical notation to interpret music
• relate choreography to musical accompaniment
• analyse the effectiveness of dance performances in terms of their relationship to music.

Context of and specific resources for assessment 

Assessment must ensure:

• access to opportunities to work with others to explore the relationship between music and dance.

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 a journal kept to analyse dance 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 exploring the relationship between music and dance
• analysis of reviews of dance performances prepared
• direct observation of candidate’s contribution to discussion concerning the relationship of music to dance.

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:

• CUADLT301A Develop basic dance analysis skills
• CUAWRT501A Write about dance
• CUSMLT302A Develop and apply aural perception skills.

Signs used to interpret :

• rhythm of musical pieces, including:

• bar lines
• dots
• note durations
• rests
• ties
• time signatures

• pitch of musical pieces, including:

• accidentals
• clefs
• key signatures
• ledger lines
• lines and spaces of the stave
• melodic motifs and phrases
• melody lines
• position of notes on the staves.

Directions and markings  may include:

• ornamentation
• phrasing and expression
• special effects
• speed
• volume.

Musical styles  may include:

• traditional music of any culture
• European classical
• all contemporary musical styles, including:

• country
• folk
• jazz
• popular
• world

• all other musical styles, genres or traditions.

Relevant personnel  may include:

• choreographers
• community members
• critics
• directors
• elders
• manager
• mentors
• performers
• musicians
• reviewers
• supervisor.

Cultural contexts  may include:

• classical music
• folk music
• Indigenous music
• popular music
• theatrical music
• world music.

Aspects  may include:

• dynamics or volume
• instrumental or vocal styles of playing
• instruments or voices used
• structure and form of the music
• texture and tone or colours.

Aspects of musical forms  may include:

• accent
• metre
• rhythm
• tempo.

Accompanying sound sources  may include:

• Indigenous rhythmic devices, such as clap sticks
• instrumental accompaniment
• live performances
• orchestral accompaniment
• prepared music
• recorded music
• vocal accompaniment.

Performances  may be:

• live
• recorded.

Choreographic devices  may include:

• canon
• fugue
• inversion
• repetition
• retrograde
• rondo
• theme and variation.