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Elements and Performance Criteria

Develop an understanding of tap dance as art form
- Physically demonstrate understanding of the terminology used in tap dance
- Discuss with relevant personnel the range of influences found in tap dance
Develop basic tap dance performance skills
Perform short dance routines

Required Skills

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

selfmanagement 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

welldeveloped knowledge of

principles underlying dance movements and techniques such as

relationship with gravity

spatial awareness

successional movement

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

overview knowledge of

stagecraft as it relates to dancers including

main periods in the history of tap including prominent dancers

Evidence Required

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

thirdparty workplace reports of onthejob 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 candidates dance performances by peers and colleagues

analysis of dancers ability to convey intended meaning of dance routines

direct observation or video recording of dance performance

Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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

CUADANA Develop basic dance techniques

CUADAN201A Develop basic dance techniques

CUADANA Incorporate artistic expression into basic dance performances

CUADAN202A Incorporate artistic expression into basic dance performances

CUAPRFA Prepare self for performances

CUAPRF01A Prepare self for performances.

Range Statement

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.