Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
communication and teamwork skills to:
work cooperatively with others in a learning environment and in dance performances
discuss aspects of exercises and dance techniques with colleagues and teachers
initiative and enterprise skills to:
communicate the mood of a dance to an audience
move in line with the mood, rhythm, style and tempo of music
learning skills to:
improve dance technique through practice and a positive attitude to dancing
respond appropriately to constructive feedback on own skill development
self-management skills to:
arrive punctually at classes
dress appropriately
follow safe dance practices to prevent injury to self and others
project a confident manner when performing.
Required knowledge
sound knowledge of safe dance practices, such as:
warm-up and cool-down activities
correct clothing and footwear
how nutrition and diet:
affect physical and mental wellbeing
contribute to injury prevention
basic knowledge of:
tapping terminology
key groups in the history of tap dance, e.g. the Hoofer’s Club
music notation
music tempos and associated dance styles, such as:
polka
waltz
Latin rhythms and dances
stage directions and geography, such as:
up stage right
down stage left
prompt side
opposite prompt side.
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.
Stretching exercises should: | be undertaken with care and to the level of own ability incorporate correct breathing technique show appropriate use of placing at the barre and in the centre. |
Exercises must relate to: | producing clean, clear tap sounds demonstrating correct placing and alignment of the body showing good, fast tempo in ‘speed’ tapping showing ‘lightness’ in springing demonstrating wings with clean individual sounds for required number of wing beats. |
Safe dance practices relate to: | understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance appropriate footwear and clothing barefoot dancing 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 effect of different ground surfaces, including: moving float podium or raised platform runway concrete or hard floor pavement slippery floor sticky floor floor that is too springy sloping surface earth correct execution of dance steps nutrition and diet. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist