Unit of competency Outline
Date retreived
22/07/2026 1:12 AM AWST
22/07/2026 1:12 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.
Refine movement skills for performance
Refine movement skills for performance
Unit of competency
National Code
CUAPRF404A
CUAPRF404A
State Code
S7452
S7452
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
19/12/2014
Field of Education
100103 - Drama And Theatre Studies
Original Release Date
19/12/2014
Nominal Hours
50
Description
This unit describes the performance outcomes, skills and knowledge required to develop and refine complex movement skills required in a range of live performance contexts. At this level, performers are constantly refining their technique and expression to produce performances that convey the mood and style of music through movement routines.
Notes
Elements and Performance Criteria
1. Develop an understanding of movement principles
- 1.1. Explore the range of movement patterns and their associated skills
- 1.2. Become familiar with basic performance cues associated with movement patterns and skills
- 1.3. Discuss ways of developing own movement skills with relevant personnel
2. Prepare the body for movement
- 2.1. Perform basic warm-up and cool-down activities
- 2.2. Adhere to injury-prevention techniques
- 2.3. Take common health concerns for performers into account when devising own physical conditioning program
3. Practise a range of movements
- 3.1. Use a range of sources to generate ideas for movement routines
- 3.2. Apply knowledge of performance cues to practise full range of movement patterns
- 3.3. Apply knowledge of anatomical alignment principles in movement exercises
- 3.4. Practise controlling balance in a range of positions
- 3.5. Use feedback from teachers and mentors to identify and develop ways to improve own movement skills
4. Develop performance attributes
- 4.1. Incorporate movement patterns into routines in ways that convey their dramatic intent
- 4.2. Incorporate basic rhythmic structures and musicality into movement routines
- 4.3. Ensure that flow and interaction with other performers are smooth and well-timed
- 4.4. Work on developing a strong sense of individuality and presence in the execution of sequences
- 4.5. Develop techniques for incorporating unseen combinations with speed and verve
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.
Movement patternsinclude:
sending
receiving
accompanying
evading
locomotor movements
landings
statics
swings
rotations
springs.
Associated skills may include:
sending:
throwing
striking
receiving:
catching
collecting
accompanying:
dribbling
carrying
evading:
dodging
faking
screening
locomotor movements:
displacement of the body from one place to another
landings:
on feet
on hands
while rotating
statics:
balances
supports
hangs
swings:
from supports
from hangs
rotations:
around axis of the body
longitudinal
media
lateral
springs:
from the arms
from the legs.
Basic performance cues associated with movement patternsmay include:
sending
receiving
accompanying
evading
locomotor movements
landings
statics
swings
rotations
springs.
Relevant personnel may include:
teachers
mentors
coaches
medical practitioners
nutrition experts
colleagues
family members
performers.
Warm-up activitiesmay include:
minor stretches
joint-mobility exercises
flexibility exercises
aerobic activities
coordinated breathing activities.
Cool-down activitiesmay include:
floor work
stretching.
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
use of appropriate equipment, such as barre, mirror and sprung floors
attention to teacher.
Common health concernsmay include:
lack of rest
poor diet
lack of understanding of basic anatomy and physiology of dance
lack of warming up and cooling down properly
overstraining the muscles
dehydration.
Sources may include:
inspiration
imagination
life experience
actual events or facts
internet
other media
educational texts and resources
travel
observation
different experiences
memoirs or diaries.
Generating ideas may include:
brainstorming
researching
exercises
asking questions
role-playing
making analogies
interviewing
looking at the subject from different viewpoints.
Anatomical alignment principlesrelate 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.
Dramatic intent may relate to conveying a sense of:
comedy
character
tragedy
romance
wistfulness
yearning
fun
happiness.
Movement patternsinclude:
sending
receiving
accompanying
evading
locomotor movements
landings
statics
swings
rotations
springs.
Associated skills may include:
sending:
throwing
striking
receiving:
catching
collecting
accompanying:
dribbling
carrying
evading:
dodging
faking
screening
locomotor movements:
displacement of the body from one place to another
landings:
on feet
on hands
while rotating
statics:
balances
supports
hangs
swings:
from supports
from hangs
rotations:
around axis of the body
longitudinal
media
lateral
springs:
from the arms
from the legs.
Basic performance cues associated with movement patternsmay include:
sending
receiving
accompanying
evading
locomotor movements
landings
statics
swings
rotations
springs.
Relevant personnel may include:
teachers
mentors
coaches
medical practitioners
nutrition experts
colleagues
family members
performers.
Warm-up activitiesmay include:
minor stretches
joint-mobility exercises
flexibility exercises
aerobic activities
coordinated breathing activities.
Cool-down activitiesmay include:
floor work
stretching.
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
use of appropriate equipment, such as barre, mirror and sprung floors
attention to teacher.
Common health concernsmay include:
lack of rest
poor diet
lack of understanding of basic anatomy and physiology of dance
lack of warming up and cooling down properly
overstraining the muscles
dehydration.
Sources may include:
inspiration
imagination
life experience
actual events or facts
internet
other media
educational texts and resources
travel
observation
different experiences
memoirs or diaries.
Generating ideas may include:
brainstorming
researching
exercises
asking questions
role-playing
making analogies
interviewing
looking at the subject from different viewpoints.
Anatomical alignment principlesrelate 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.
Dramatic intent may relate to conveying a sense of:
comedy
character
tragedy
romance
wistfulness
yearning
fun
happiness.
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:
perform a range of movement routines that demonstrate:
understanding of human movement principles and their application in performance
well-developed movement techniques appropriate to specific performance contexts
incorporate rhythmic structures and musicality into movement routines
cooperate with others in a learning and performance environment.
Context of and specific resources for assessment
Assessment must ensure access to appropriate 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
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 developing movement skills
direct observation of the candidate in practice sessions and performances.
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
CUADAN409A Develop expertise in contemporary dance technique.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
perform a range of movement routines that demonstrate:
understanding of human movement principles and their application in performance
well-developed movement techniques appropriate to specific performance contexts
incorporate rhythmic structures and musicality into movement routines
cooperate with others in a learning and performance environment.
Context of and specific resources for assessment
Assessment must ensure access to appropriate 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
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 developing movement skills
direct observation of the candidate in practice sessions and performances.
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
CUADAN409A Develop expertise in contemporary dance technique.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WI155 | CUAPRF404 | Refine movement skills for performance | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| 3743 | 52557WA | Certificate IV in Aboriginal Theatre | Accredited course |