Application
This unit applies to a person working at a senior level as a teacher or instructor in a private dance studio or school. They could be employed by the school or offer their services on a freelance basis.
At this level, teachers and instructors are expected to display initiative and judgement and apply cognitive and communication skills to identify, analyse, synthesise and act on information from a variety of sources.
Applying the skills and knowledge in this unit is a largely self-directed activity, but may involve some mentored guidance.
Prerequisites
Not applicable.
Elements and Performance Criteria
1. Adhere to the Dance Industry Code of Ethics | 1.1. Comply with Dance Industry Code of Ethics when interacting with students and members of the public 1.2. Ensure that communication with students and parents or carers is appropriate and undertaken in a professional and accountable manner 1.3. Inform parents or carers of studio or school’s policy and procedures 1.4. Ensure that assessment tools and procedures enable students and parents or carers to have access to accurate and honest feedback and advice when requested 1.5. Ensure that class sizes and dance school or studio facilities are appropriate to the age group of students and level and dance style being taught 1.6. Ensure that references to or comparisons with the services of others are fair and balanced 1.7. Avoid situations that may lead to a conflict of interest |
2. Increase depth of teaching methods | 2.1. Use feedback from relevant personnel to identify ways of improving own teaching methods 2.2. Work on increasing own confidence in using a range of different teaching methods to engage learners and enhance their learning experience 2.3. Apply well-developed knowledge of instructional design principles to the design and delivery of programs 2.4. Extend knowledge of anatomy and physiology to improve own ability to discuss with learner the body’s responses to physical activity 2.5. Work on ways to create an optimal learning environment and to facilitate learners’ professional development 2.6. Recognise and integrate the concept of lifelong learning into own professional development as a teacher 2.7. Engage in ongoing collaboration with peers and others 2.8. Challenge, refine and adapt own ideas and strategies for developing professional practice as a teacher |
3. Work effectively with others | 3.1. Communicate with others in a way that engenders respect for others 3.2. Share information and ideas in a timely fashion to enhance work outcomes 3.3. Seek information and ideas from others as required to assist achievement of work requirements 3.4. Observe linguistic and cultural differences when communicating with others |
Required Skills
Required skills
communication, teamwork and organisational skills to:
respond appropriately to constructive feedback on own performance as a teacher
discuss teaching issues with colleagues
effectively impart information to students and parents or carers
initiative and enterprise skills to think laterally about ways to improve own teaching practice
learning skills to:
maintain own expertise by taking advantage of ongoing professional development opportunities
refine teaching methodologies
problem-solving skills to identify gaps in own teaching skills and identify the best way to address them
self-management and planning skills to:
manage time
follow OHS requirements as they relate to the teaching of dance or movement
act in an ethical manner in own teaching practice.
Required knowledge
well-developed knowledge of the:
Dance Industry Code of Ethics
Australian Guidelines for Dance Teachers
learning principles, such as:
learner-centred approaches to teaching
increasing learner independence
use of modelling and demonstration
individual circumstances being reflected in the learning process
learning styles, such as:
auditory
visual
kinaesthetic
left or right brain
analytical
theoretical
activist
pragmatist
reflective
learner profiles, including characteristics and needs of learner group
learning program design and structure and content
how to structure and develop lesson plans
availability, types and content of learning resources and learning materials
dance or movement technique requirements
instructional design principles, for example:
sequencing information
providing opportunities for practice
different teaching methods and techniques appropriate to teaching dance or movement
OHS relating to teaching role, including:
duty of care under common law
safe dance practice
reporting requirements for hazards
safe use and maintenance of equipment
emergency procedures
sources of OHS information
overview knowledge of learning theories, such as:
cognitive learning theory
andragogy
pedagogy
information processing
behavioural learning theory.
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: adhere to the Dance Industry Code of Ethics in a dance teaching environment work collaboratively with others in a dance teaching and professional development context improve own dance teaching methods apply well-developed understanding of learning and instructional design principles to own teaching practice communicate effectively and constructively with students. |
Context of and specific resources for assessment | Assessment must ensure: interaction and collaboration with others involved in dance teaching access to industry networks and information. |
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 promotional material distributed verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of refining dance teaching methodologies review of candidate’s diaries or logbooks recording ideas and strategies for improving own teaching practice direct observation of candidate interacting with students, parents and colleagues. 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: CUADTM511A Teach medium level dance technique CUADTM606A Teach high level dance technique CUAOHS403A Incorporate anatomy and nutrition principles into skill development. |
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.
Dance Industry Code of Ethics | the code devised by leading representatives of Australia’s studio teachers (Ausdance) to inform teachers and the public of the ethical standards expected by the profession of its practitioners. |
Communication should be: | in a style appropriate to: student’s age preferred method of communication physical or cultural factors sensory or intellectual impairment, e.g. sight loss or hearing loss according to the Dance Industry Code of Ethics. |
Assessment tools and procedures | tools and processes developed by individual dance schools, such as: instruments to be used for gathering evidence, such as a profile of acceptable performance measures templates or proformas specific questions or activities evidence or observation checklists checklists for the evaluation of work samples candidate self-assessment materials procedures, information and instructions for assessors and candidates relating to the use of assessment instruments and assessment conditions. |
Relevant personnel may include: | supervisor manager parents carers medical practitioners people with different access requirements physiotherapists other teachers representatives of dance societies OHS representatives. |
Teaching methods | explaining lock step learner-paced learning by teaching mixed pace questioning taking into account people with different access requirements teacher-centred and student-centred, such as: demonstration and modelling instruction practice opportunities enabling and supporting effective learner participation. |
Instructional design principles may include: | application of adult learning principles inclusion of a variety of approaches and techniques for: presenting information and activities encouraging learner participation need for learner activity and interactivity opportunities for review of material and repetition presenting material in a logical order and sequence presenting material in order of increasing difficulty structuring information effectively. |
Knowledge of anatomy and physiology | definitions of anatomy and physiology tissue types global and local muscular systems: functions types and classifications disorders nervous system: functions anatomy nerves reflex arc disorders skeletal system: function types of bones gross and microscopic anatomy disorders circulatory system: heart anatomy functions circulation pathways blood vessels blood disorders respiratory system: functions anatomy mechanics of breathing disorders of cardiorespiratory system lymphatic system: function anatomy disorders endocrine system: function anatomy. |
Body’s responses to physical activity may include: | musculoskeletal system, such as: structure of joints joint mobility muscle contraction muscle innervation oxidative capacity of different muscle fibres cardiovascular system, such as: gaseous transport gaseous exchange carrying, delivery and extraction of oxygen for muscle contraction relationship between exercise intensity and circulatory and ventilation responses nervous system, such as: excitation and conduction of nerve impulses during muscle contraction role of sensory receptors during movement. |
Strategies to | stimulating creative processes and broadening artistic scope through excursions to performances and dance companies promoting the value of networking to learners, such as discussing creative ideas with other dancers and relevant personnel using technology, practical performance, and access to performers to stimulate learners’ imaginations encouraging learners to critically assess their own creative work. |
Strategies | encouraging learners to explore new techniques in dance performance exploring options with learners for recording and presenting creative ideas through performance encouraging critical self-reflection in learners to engender realistic career development planning instructing learners in the negotiation of dance briefs with realistic timeframes, budgets and technical production contingencies emphasising the need for learners to consider audience needs and tastes in dance promoting the value of keeping up with broad media, conceptual and technology issues through industry literature and forums. |
Collaboration | engaging in professional networks participating in a community of practice participating in workshops and seminars sharing ideas and information working on joint projects. |
Sectors
Performing arts - dance teaching and management
Employability Skills
This unit contains employability skills.
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.