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Elements and Performance Criteria

Required Skills

Required skills

communication teamwork and organisational skills to

respond appropriately to constructive feedback on own performance as a dance teacher

present confidently in teaching situation

seek assistance from others as required

group facilitation skills to ensure that

every learner has an opportunity for participation and input

group cohesion is maintained

behaviour that puts others at risk is observed interpreted and addressed

learning skills to

provide feedback to learners by identifying areas of weakness

assist learners to plan their practice time

maintain own expertise by taking advantage of ongoing professional development opportunities

listening skills to

monitor and adjust teaching as required

maintain correct tempo and phrasing in movement sequences

literacy skills to write or interpret instructions and feedback for the learners

problemsolving skills to

memorise basic exercises and routines

respond appropriately to the unexpected in a teaching situation

selfmanagement and planning skills to

plan teaching sessions

maintain an appropriate standard of personal presentation in a teaching context

technical skills to demonstrate poise rhythm presentation and dynamics in basic cultural and creative dance techniques such as

simple balancing turning and elevation movements

basic enchanements of cultural and creative dance movements

Required knowledge

anatomical foundations including

articulation of the spine

engagement of the feet

bases of support including feet legs hands arms and torso

range of joint motion

differentiation of the legs and pelvis

Australian Guidelines for Dance Teachers

cultural aspects of selected dance style including geographical origins social aspects dance customs costume and influences

cultural dance repertoire

cultural dance principles and techniques

dance teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching cultural dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols

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

demonstrate basic cultural dance technique in a minimum of two cultural dance styles

apply safe dance practice in teaching activities including correct warmup and cooldown techniques

demonstrate short and simple enchanements within specified exercises

demonstrate musicality expression phrasing and correct timing and sensitivity in a movement sequence

interact effectively and constructively with learners

maintain expertise

Context of and specific resources for assessment

Assessment must ensure access to

relevant resources and equipment

opportunities for teaching basic cultural or creative dance in either a real or simulated situation

a venue with adequate space and appropriate flooring

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

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

direct observation or video recordings of candidate teaching a cultural or creative dance class

case studies and scenarios as a basis for discussion of methods strategies and other issues involved in preparing for and teaching a cultural or creative dance class

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

CUADTMA Apply safe dance teaching methods

CUADTM403A Apply safe dance teaching methods.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Cultural dancestylesmay include:	Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish Khmer magical, mystical or spiritual Pacific Islander Polish ritual or sacred Russian Scottish Spanish.
Warm-up techniques may include:	barre and floor exercises exercises for areas, such as: body conditioning and strength development flexibility isometric control coordination improvement and enhancement exercises muscle contraction and release isolation and mobility of body parts slow stretching slow and deep breathing.
Body alignment refers to:	proper alignment of the torso, limbs, spine and shoulders, such as: ear over the shoulder over the hips knee over the ankle.
Techniques taught at a basic level must relate to:	steps specific to a cultural dance style body alignment exercises and sequences incorporating air work, e.g. rolls floor work, such as: abdominal strengthening stretches locomotor movements, such as: leaping running skipping sliding walking non-locomotor movements where feet stay on the ground, such as: bending stretching swaying turning twisting maintaining rhythm and tempo working at differing tempos focusing eyes and mind while performing working on-centre and off-centre.
Accompanying music may include:	instrumental music live or recorded music vocal music.
Safe dance practice may include:	understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down procedures, such as: gentle stretch aerobic exercises anaerobic exercises breathing exercises doing exercises and performing routines on flooring appropriate to genre and style of dance, including: 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.
Cool-down techniques may include:	barre and floor exercises exercises for areas, such as: body conditioning and strength development flexibility isometric control coordination improvement and enhancement exercises muscle contraction and release isolation and mobility of body parts slow and relevant stretching slow and deep breathing.
Relevant personnel may include:	colleagues community members dance school director mentors other teachers parents people with different access requirements students.
Sourcesmay include:	print publications resources available through dance societies television shows websites.
Industry trends and issuesmay relate to:	Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines or genres employment opportunities for dancers safe dance practice.
Professional development activities may include:	industry events, such as: conferences expositions festivals workshops or seminars organised by dance societies or industry associations.