Unit of competency Outline
Date retreived
22/07/2026 1:18 AM AWST
22/07/2026 1:18 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Perform basic jazz dance technique
Perform basic jazz dance technique
Unit of competency
National Code
CUADAN203A
CUADAN203A
State Code
S7493
S7493
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
16/03/2012
Field of Education
100105 - Dance
Original Release Date
16/03/2012
Nominal Hours
45
Description
This unit describes the performance outcomes, skills and knowledge required to appreciate jazz dance as an art form and to perform basic jazz dance forms and techniques in a learning environment.
Notes
Elements and Performance Criteria
1. Develop an understanding of jazz dance as an art form
- 1.1. Physically demonstrate understanding of the terminology used in jazz dance
- 1.2. Develop understanding of the range of influences found in jazz dance
2. Develop basic jazz dance performance skills
- 2.1. Under the guidance of mentors or teachers, develop a range of basic jazz dance techniques
- 2.2. Practise centre control and spotting while moving and executing turns
- 2.3. Develop skills in working with a partner to interpret and perform jazz progressions
- 2.4. Apply safe dance practicesat all times to prevent injury to self and others
- 2.5. Explore natural body response to a range of jazz styles, including movement and percussion
- 2.6. Follow advice from others about ways to improve own dance technique
3. Perform short dance routines
- 3.1. Discuss the intention and key aspects of routines with relevant personnel
- 3.2. Apply basic make-up and wear appropriate costumes for performances
- 3.3. Perform simple routines combining a variety of discrete movements in ensemble or individually
- 3.4. Use props effectively and confidently as required
- 3.5. Observe direction from relevant personnel
- 3.6. Observe and follow dictates of music or rhythm
- 3.7. Synchronise movements with ensemble where required
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.
Terminologymay include:
ball change
cake walk
catwalk
funky chicken
jazz run
jazz square
jazz walk
limbo
moonwalk
snap
trucking
trudging
twist
undulations.
Influences may include:
musical theatre and Broadway shows
ethnic dance, such as:
African
Afro-American
Caribbean
Indian
Russian
Spanish
traditional jazz, such as:
jive
rock and roll
cakewalk
black bottom
charleston
jitter bug
boogie woogie
swing
dancers, choreographers and musicians, such as:
Katherine Dunham
Jack Cole
Bob Fosse
Gus Giordano
Jerome Robbins
Gwen Verdon
urban folk, including:
acid
funk
hip-hop
rap
soul dance
techno
trance.
Basic jazz dance techniquesmay relate to:
correct body alignment
acrobatic dance technique
maintaining control in turning balances
maintaining rhythm and tempo
using arm lines appropriately and extensively
fluid control of rolls
working at differing tempos
focusing eyes and mind while performing
isocentric and polycentric isolations
air work, including:
adage
rolls
floor work, such as:
stretches
abdominal strengthening
improvisation
locomotor exercises and sequences, such as:
pirouettes
posés piqués
pencil turns
châinés
kicks
jumps and leaps
non-locomotor exercises and sequences, such as:
pliés
tendus
working on centre and off centre.
Safe dance practicesrelate to:
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
warm-up and cool-down activities, such as:
gentle stretches
aerobic exercises
anaerobic exercises
breathing exercises
doing exercises and performing routines on flooring appropriate to genre and style of dance, such as:
sprung softwood
tarkett
sprung parquet
tongue and groove hardwood
resined for ballroom and Latin dance
non-slip for ballet
wood for tap and Spanish
correct execution of dance steps
appropriate clothing and footwear
nutrition and diet.
Aspectsmay include:
audience characteristics
costume requirements
length of performances
make-up
props
number of performances.
Relevant personnelmay include:
choreographers
community members
manager
mentors
performers
representatives of dance societies
supervisor.
Basic make-up may include:
face make-up
body paint
theatre make-up.
Costumes may include:
designer
streetwear
sportswear.
Terminologymay include:
ball change
cake walk
catwalk
funky chicken
jazz run
jazz square
jazz walk
limbo
moonwalk
snap
trucking
trudging
twist
undulations.
Influences may include:
musical theatre and Broadway shows
ethnic dance, such as:
African
Afro-American
Caribbean
Indian
Russian
Spanish
traditional jazz, such as:
jive
rock and roll
cakewalk
black bottom
charleston
jitter bug
boogie woogie
swing
dancers, choreographers and musicians, such as:
Katherine Dunham
Jack Cole
Bob Fosse
Gus Giordano
Jerome Robbins
Gwen Verdon
urban folk, including:
acid
funk
hip-hop
rap
soul dance
techno
trance.
Basic jazz dance techniquesmay relate to:
correct body alignment
acrobatic dance technique
maintaining control in turning balances
maintaining rhythm and tempo
using arm lines appropriately and extensively
fluid control of rolls
working at differing tempos
focusing eyes and mind while performing
isocentric and polycentric isolations
air work, including:
adage
rolls
floor work, such as:
stretches
abdominal strengthening
improvisation
locomotor exercises and sequences, such as:
pirouettes
posés piqués
pencil turns
châinés
kicks
jumps and leaps
non-locomotor exercises and sequences, such as:
pliés
tendus
working on centre and off centre.
Safe dance practicesrelate to:
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
warm-up and cool-down activities, such as:
gentle stretches
aerobic exercises
anaerobic exercises
breathing exercises
doing exercises and performing routines on flooring appropriate to genre and style of dance, such as:
sprung softwood
tarkett
sprung parquet
tongue and groove hardwood
resined for ballroom and Latin dance
non-slip for ballet
wood for tap and Spanish
correct execution of dance steps
appropriate clothing and footwear
nutrition and diet.
Aspectsmay include:
audience characteristics
costume requirements
length of performances
make-up
props
number of performances.
Relevant personnelmay include:
choreographers
community members
manager
mentors
performers
representatives of dance societies
supervisor.
Basic make-up may include:
face make-up
body paint
theatre make-up.
Costumes may include:
designer
streetwear
sportswear.
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
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
reproduce jazz dance exercises and progressions, within personal capabilities
understand the basic communicative message of jazz dance steps and movements
display fluency of movement
apply the basic concepts of jazz dance to own performances.
Context of and specific resources for assessment
Assessment must ensure access to appropriate dance performance areas or spaces.
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 performance of dance skills
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
review of candidate’s dance performances by peers and colleagues
analysis of dancer’s ability to convey dance’s intended meaning
direct observation or video recording of dance performance.
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:
CUADAN201A Develop basic dance techniques
CUADAN202A Incorporate artistic expression into basic dance performances
CUAPRF201A Prepare self for performances.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
reproduce jazz dance exercises and progressions, within personal capabilities
understand the basic communicative message of jazz dance steps and movements
display fluency of movement
apply the basic concepts of jazz dance to own performances.
Context of and specific resources for assessment
Assessment must ensure access to appropriate dance performance areas or spaces.
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 performance of dance skills
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
review of candidate’s dance performances by peers and colleagues
analysis of dancer’s ability to convey dance’s intended meaning
direct observation or video recording of dance performance.
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:
CUADAN201A Develop basic dance techniques
CUADAN202A Incorporate artistic expression into basic dance performances
CUAPRF201A Prepare self for performances.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WI034 | CUADAN203 | Perform basic jazz dance technique | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D779 | CUA20111 | Certificate II in Dance | Qualification |