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.
Not applicable.
1. Develop an understanding of tap dance as art form | 1.1. Physically demonstrate understanding of the terminology used in tap dance 1.2. Discuss with relevant personnel the range of influences found in tap dance |
2. Develop basic tap dance performance skills | 2.1. Under the guidance of mentors or teachers, develop a range of basic tap dance skills 2.2. Apply safe dance practices at all times to prevent injury to self and others 2.3. Experiment with performing a few bars of own choreography within a group format 2.4. Follow advice from others about ways to improve own dance technique |
3. Perform short dance routines | 3.1. Discuss the intention and key aspects of routines with relevant personnel 3.2. Apply basic make-up and wear appropriate costumes for performances 3.3. Perform simple routines combining a variety of discrete movements individually or synchronise movements with ensemble where required 3.4. Use props effectively and confidently as required 3.5. Create style and grace through coordination of arm lines 3.6. Observe direction from relevant personnel 3.7. Observe and follow dictates of music or rhythm |
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 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. |
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. |
Performing arts - dance
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.