Assessor Resource

CUADTM606
Teach high level dance technique

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the performance outcomes, skills and knowledge required to incorporate safe dance practice into the teaching of high level techniques in any dance style in dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.

At this level, dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies therefore tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

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



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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for dance classes

1.1 Ensure dance elements or movements for classes are safely sequenced

1.2 Identify and minimise risk factors in the teaching of classes in any dance style

1.3 Check that learners are wearing appropriate practice clothing and footwear

1.4 Demonstrate appropriate warm-up techniques

2. Demonstrate high level dance techniques

2.1 Demonstrate to learners correct posture and body alignment appropriate to high level techniques and movement in chosen dance style

2.2 Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences

2.3 Demonstrate a range of techniques that integrate balance, flexibility, coordination, stamina and control and articulation of individual body parts

2.4 Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements

2.5 Demonstrate the timing and phrasing relationship between high level dance movement and the accompanying music

2.6 Follow safe dance practice in teaching activities to minimise risk of injuries

2.7 Demonstrate appropriate warm-down techniques

2.8 Manage class dynamics to ensure that all learners have equal opportunity to participate and provide input

2.9 Resolve problems that arise, knowing when it is appropriate to seek assistance from others

3. Maintain expertise in teaching high level dance technique

3.1 Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved

3.2 Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice

3.3 Participate in professional development activities as required

Evidence of the ability to:

demonstrate high level technique in chosen dance style

demonstrate correct warm-up and warm-down techniques and follow safe dance practices in teaching activities

demonstrate highly complex enchaînements, combinations and sentences

demonstrate musicality, expression, phrasing and correct timing, tempo and sensitivity in movement sequences

interact effectively and constructively with learners

evaluate own teaching practice and identify ways to improve it.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

in the context of demonstrating dance technique, explain the significance of the following anatomical foundations:

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

describe:

key principles in the Australian Guidelines for Dance Teachers and Dance Industry Code of Ethics

principles, characteristics and techniques in chosen dance style

features of commonly performed repertoire in chosen dance style

graded progress requirements according to dance society levels

issues and challenges that arise when teaching dance

key aspects of safe dance practice

protocols associated with teaching dance.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

teaching resources and equipment

opportunities for teaching high level dance in either a real or simulated situation

a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.


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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare for dance classes

1.1 Ensure dance elements or movements for classes are safely sequenced

1.2 Identify and minimise risk factors in the teaching of classes in any dance style

1.3 Check that learners are wearing appropriate practice clothing and footwear

1.4 Demonstrate appropriate warm-up techniques

2. Demonstrate high level dance techniques

2.1 Demonstrate to learners correct posture and body alignment appropriate to high level techniques and movement in chosen dance style

2.2 Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences

2.3 Demonstrate a range of techniques that integrate balance, flexibility, coordination, stamina and control and articulation of individual body parts

2.4 Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements

2.5 Demonstrate the timing and phrasing relationship between high level dance movement and the accompanying music

2.6 Follow safe dance practice in teaching activities to minimise risk of injuries

2.7 Demonstrate appropriate warm-down techniques

2.8 Manage class dynamics to ensure that all learners have equal opportunity to participate and provide input

2.9 Resolve problems that arise, knowing when it is appropriate to seek assistance from others

3. Maintain expertise in teaching high level dance technique

3.1 Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved

3.2 Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice

3.3 Participate in professional development activities as required

This section specifies different work environments and conditions that may affect performance. Essential operating conditions that may be present (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) are included.

Techniques must relate to teaching the highly competent execution of:

adage

awareness of personal and general space when travelling and stationary

fluid control of pirouettes with directional change

fouettés

grand battement

improvisation

isocentric and polycentric isolations

interpreting rhythm to movement

jumps and leaps

knee spins

pliés

posés piqués and châinés box style

steady balance on supporting leg, working towards a 90-degree angle

stretches

techniques and steps relevant to the chosen dance style

tendu lifts

using arm lines appropriately

working in a cohesive partnership with a peer to interpret a dance style.

Evidence of the ability to:

demonstrate high level technique in chosen dance style

demonstrate correct warm-up and warm-down techniques and follow safe dance practices in teaching activities

demonstrate highly complex enchaînements, combinations and sentences

demonstrate musicality, expression, phrasing and correct timing, tempo and sensitivity in movement sequences

interact effectively and constructively with learners

evaluate own teaching practice and identify ways to improve it.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

in the context of demonstrating dance technique, explain the significance of the following anatomical foundations:

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

describe:

key principles in the Australian Guidelines for Dance Teachers and Dance Industry Code of Ethics

principles, characteristics and techniques in chosen dance style

features of commonly performed repertoire in chosen dance style

graded progress requirements according to dance society levels

issues and challenges that arise when teaching dance

key aspects of safe dance practice

protocols associated with teaching dance.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

teaching resources and equipment

opportunities for teaching high level dance in either a real or simulated situation

a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

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
Ensure dance elements or movements for classes are safely sequenced 
Identify and minimise risk factors in the teaching of classes in any dance style 
Check that learners are wearing appropriate practice clothing and footwear 
Demonstrate appropriate warm-up techniques 
Demonstrate to learners correct posture and body alignment appropriate to high level techniques and movement in chosen dance style 
Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences 
Demonstrate a range of techniques that integrate balance, flexibility, coordination, stamina and control and articulation of individual body parts 
Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements 
Demonstrate the timing and phrasing relationship between high level dance movement and the accompanying music 
Follow safe dance practice in teaching activities to minimise risk of injuries 
Demonstrate appropriate warm-down techniques 
Manage class dynamics to ensure that all learners have equal opportunity to participate and provide input 
Resolve problems that arise, knowing when it is appropriate to seek assistance from others 
Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved 
Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice 
Participate in professional development activities as required 

Forms

Assessment Cover Sheet

CUADTM606 - Teach high level dance 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

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:


Assessment Record Sheet

CUADTM606 - Teach high level dance 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:

Date: