Application
This unit describes the performance outcomes, skills and knowledge required to incorporate safe dance practice into the teaching of basic cultural and creative dance techniques.
Dance teachers who specialise in teaching cultural dance apply the skills and knowledge in this unit. Typically these teachers are working in dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.
At this level, teachers and instructors may be working from learning programs developed by others, and structuring lesson plans around those programs. Alternatively, they may be devising and conducting classes which are not based on a particular syllabus.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
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 cultural classes 1.3 Check that learners are wearing appropriate practice clothing and footwear 1.4 Demonstrate appropriate warm-up techniques |
2. Demonstrate basic cultural dance techniques | 2.1 Demonstrate to learners correct posture and body alignment appropriate to cultural dance techniques and movement 2.2 Demonstrate isolation and coordination of the upper and lower body in simple movement sequences 2.3 Demonstrate a range of techniques that integrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts 2.4 Emphasise the importance of control, attention to detail and memory when demonstrating simple sequences or enchaînement of dance steps 2.5 Emphasise importance of using presentation, rhythm and style appropriate to particular dynamics of the cultural and creative dance 2.6 Demonstrate the timing and phrasing relationship between cultural and creative dance movement and the accompanying music 2.7 Follow safe dance practice in teaching activities to minimise risk of injuries 2.8 Demonstrate appropriate warm-down techniques 2.9 Manage class dynamics and learner behaviour to encourage learning |
3. Maintain expertise in cultural dance techniques | 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 Performance
Evidence of the ability to:
demonstrate basic cultural dance technique in a minimum of two cultural dance styles
demonstrate correct warm-up and warm-down techniques and follow safe dance practices in teaching activities
demonstrate short and simple enchaînements
demonstrate musicality, expression, phrasing and correct timing, 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.
Evidence of Knowledge
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
geographical origins, social aspects, dance customs, costume and cultural influences of selected dance style
features of commonly performed repertoire from selected cultural dance style
graded progress requirements according to dance society levels
issues and challenges that arise when teaching cultural dance
key aspects of safe dance practice
protocols associated with teaching dance.
Assessment Conditions
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 basic cultural or creative dance in either a real or simulated situation
a venue with adequate space and appropriate flooring.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 3.1, 3.3 | Seeks feedback and accepts guidance from others Accepts opportunities to participate in formal professional development activities |
Reading | 3.2 | Obtains information from written sources |
Oral communication | 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.9, 3.1, 3.2 | Seeks the views and opinions of others Obtains information by listening and questioning Uses clear language and correct industry terminology to contribute information and express requirements |
Navigate the world of work | 1.1, 1.2, 1.3, 1.4, 2.6, 3.2, 3.3 | Identifies and follows procedures and expectations associated with own role Takes responsibility for following accepted industry practices in relation to safe dance practices and injury-prevention strategies Maintains an appropriate standard of personal presentation Takes responsibility for own professional development |
Interact with others | 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.9, 3.1 | Ensures that every learner has an opportunity for participation and input during classes Pays attention to the behaviour of others, interpreting a broad range of verbal and non-verbal signals Interprets and addresses learner behaviour that puts others at risk Demonstrates sensitivity to diversity, disability, culture, gender and ethnic backgrounds Respects expertise and background of learners |
Get the work done | 1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 2.9, 3.2 | Adopts a methodical and logical approach to the process of preparing for and conducting dance classes Facilitates the learning of others through competent delivery of dance classes Monitors and adjusts teaching to meet group or individual requirements Uses the internet as a source of information |
Range Statement
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 taught at a basic level must relate to: | steps specific to a cultural dance style body alignment exercises and sequences incorporating air work, such as rolls abdominal strengthening stretches locomotor movements: leaping running skipping sliding walking non-locomotor movements: 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. |
Sectors
Performing arts – dance teaching and management