Assessor Resource

CUADAN207A
Perform basic tap technique

Assessment tool

Version 1.0
Issue Date: May 2024


Persons with some practical experience in tap dance apply the skills and knowledge outlined in this unit. They would normally perform as members of a group or ensemble.

At this level basic tap dance techniques are applied under the close supervision of experienced dancers and dance teachers. Performances would usually be within a learning environment for small audiences.

This unit describes the performance outcomes, skills and knowledge required to appreciate tap dance as an art form and to perform basic tap dance techniques in a learning environment.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 tap dance exercises and routines, within personal capabilities

perform two dances of differing tempos and time signatures that demonstrate a mastery of basic tap techniques

respond appropriately to constructive feedback on own performance.

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 intended meaning of dance routines

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

CUAPRF01A Prepare self for performances.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

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 skills to:

discuss dance issues with colleagues in an appropriate way

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

apply techniques of music to movement in dance forms

express rhythms in physical form

choreograph a simple tap sequence

learning skills to:

improve own tap dance techniques through practice and a positive attitude to dancing

develop a movement memory

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

project a confident manner when performing

apply safe dance practices

teamwork skills to:

work collaboratively with others involved in dance classes and performances

work in a cohesive partnership with a peer, interpreting a dance style.

Required knowledge

well-developed knowledge of:

principles underlying dance movements and techniques, such as:

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

importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts

tap dance terminology

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

stagecraft as it relates to dancers, including:

costumes

make-up

props

lighting

main periods in the history of tap, including prominent dancers.

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.

Terminology may include:

syncopation

beat count

steps, such as:

scuffs

shuffles, such as:

crossover

heel

ball change

riff

wings

heel clicks

tap-ups

ripples

cramp roll.

Relevant personnel may include:

teachers

choreographers

community members

managers

mentors

performers

representatives of dance societies

supervisors.

Influences may include:

English, such as clogging

Irish, such as:

step dancing

stomp dancing

African, such as Juba dance

Spanish, such as Flamenco

vaudeville

musical theatre and Broadway shows

the Hoofer’s Club

dancers, such as:

Fred Astaire

Gene Kelly

Sammy Davis Jnr

Savion Glover

Gregory Hines.

Developing basic tap dance skills may relate to:

executing barre work, such as:

full pliés and shuffles

heel shuffles

tap-ups

turns

shuffles and wings

knock wings

practising dance centre amalgamations, such as:

shuffles (medium tempo)

tap-ups and ripples: travelling, 3/4 time, medium or fast tempo

speed tap-ups: very fast tempo

samba

syncopation

turning cramp rolls: 3/4 time

turns on diagonal

wings, such as:

doubles

split

travelling

improvisation

performing exercises with correct posture, alignment and technique with neat foot placement

keeping in time with the music

demonstrating a controlled looseness of ankle and knee joints

showing lightness in springing

coordinating arms and lower limb movements.

Safe dance practices relate 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.

Aspects may include:

audience characteristics

costume requirements

length of performances

make-up

props

number of performances.

Basic make-up may include:

face make-up

body paint

theatre make-up.

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

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Physically demonstrate understanding of the terminology used in tap dance 
Discuss with relevant personnel the range of influences found in tap dance 
Under the guidance of mentors or teachers, develop a range of basic tap dance skills 
Apply safe dance practices at all times to prevent injury to self and others 
Experiment with performing a few bars of own choreography within a group format 
Follow advice from others about ways to improve own dance technique 
Discuss the intention and key aspects of routines with relevant personnel 
Apply basic make-up and wear appropriate costumes for performances 
Perform simple routines combining a variety of discrete movements individually or synchronise movements with ensemble where required 
Use props effectively and confidently as required 
Create style and grace through coordination of arm lines 
Observe direction from relevant personnel 
Observe and follow dictates of music or rhythm 

Forms

Assessment Cover Sheet

CUADAN207A - Perform basic tap technique
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

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Assessor name:

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Assessment Record Sheet

CUADAN207A - Perform basic tap technique

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

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