Private dance teachers who specialise in teaching jazz dance apply the skills and knowledge in this unit.
Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.
At this level, private dance teachers work without supervision. They are expected to apply initiative and judgement when planning lessons which could be based on a specific syllabus or teaching resources they may have helped to prepare. Alternatively, they may be devising and conducting classes which are not based on any particular syllabus.
Not applicable.
1. Prepare for dance classes | 1.1. Ensure dance elements or movements for classes are safely sequenced 1.2. Identify and minimise the effect of risk factors relevant to the teaching of jazz dance classes 1.3. Check that learners are wearing appropriate practice clothing and footwear 1.4. Demonstrate appropriate warm-up techniques |
2. Demonstrate medium level jazz dance techniques | 2.1. Demonstrate to learners correct posture and body alignment appropriate to medium level jazz dance technique and movement 2.2. Demonstrate isolation and coordination of the upper and lower body in complex movement sequences 2.3. Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 2.4. Emphasise the importance of control, attention to detail and memory when demonstrating a complex series of steps or enchaînements 2.5. Demonstrate the timing and phrasing relationship between medium level jazz dance movement and the accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing 2.6. Follow safe dance practice in teaching activities 2.7. Demonstrate appropriate cool-down techniques |
3. Maintain expertise | 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 stay abreast of current industry issues and trends 3.3. Identify and participate in professional development activities as required |
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
design and communicate approaches to unpredictable problems that may arise in a teaching context
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
problem-solving skills to:
memorise medium level exercises and routines
respond appropriately to the unexpected in a teaching situation
self-management and planning skills to:
plan teaching sessions
maintain an appropriate standard of personal presentation in a teaching context
technical skills to demonstrate medium level jazz dance techniques, such as:
at the barre
in the centre
complex balancing, turning, and low, medium and high-elevation movements
complex enchaînements of jazz 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
dance teaching terminology
graded progress requirements according to dance society levels
jazz dance repertoire
jazz dance principles and techniques
issues and challenges that arise in the context of teaching jazz dance
OHS principles relevant to a teaching context
safe dance practice relevant to a teaching context
teaching and performance protocols.
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 medium level jazz dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate complex enchaînements within specified exercises, e.g. allegro, elevation demonstrate musicality, expression, phrasing and correct timing, and sensitivity in movement sequences 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 medium level jazz dance in either a real or simulated situation a venue with adequate space and appropriate flooring, such as a sprung or tarkett floor. |
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 and third-party workplace reports of on-the-job 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 medium level jazz dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a medium level jazz dance class. 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: CUADTM508A Refine dance teaching methodologies. |
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. |
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 and relevant stretching slow and deep breathing. |
Body alignment | 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 medium level must relate to: | adage demonstrating an awareness of personal and general space when travelling and stationary fluid control of pirouettes with directional change fouettés grand battement isocentric and polycentric isolations interpreting rhythm to movement jumps and leaps knee spins pliés pose piqués and châinés box style steady balance on supporting leg working towards a 90-degree angle stretches tendu lifts using arm lines appropriately and extensively working in a cohesive partnership with a peer, interpreting a dance style. |
Accompanying music may include: | instrumental live or recorded vocal. |
Safe dance practice may include: | correct execution of dance steps appropriate clothing and footwear 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 nutrition and diet 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. |
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 dance school director mentors other teachers parents people with different access requirements students. |
Sources | print publications resources available through dance societies television shows websites. |
Industry issues and trends | Australian Guidelines for Dance Teachers dance teaching methodologies emerging trends in different dance disciplines and 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. |
Performing arts - dance teaching and management
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.