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Evidence Guide: CUADAN104A - Develop foundation tap dance technique

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUADAN104A - Develop foundation tap dance technique

What evidence can you provide to prove your understanding of each of the following citeria?

Practise barre work

  1. Under the guidance of a teacher, perform stretching exercises
  2. Performexercises to develop coordination of arm and lower limb movements
  3. Incorporate a good sense of timing and rhythm into exercises
Under the guidance of a teacher, perform stretching exercises

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Performexercises to develop coordination of arm and lower limb movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate a good sense of timing and rhythm into exercises

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise dance centre amalgamations

  1. Perform exercises away from the barre to develop an awareness of personal and general space when travelling and stationary
  2. Demonstrate safe dance practices in jumping and faster travelling steps
  3. Coordinate arm and head lines with foot movements at a foundation level
  4. Practise turning and use of ‘spotting’
  5. Incorporate a good sense of timing and rhythm into exercises
  6. Choreograph two bars of steps and perform in a class jam session
  7. Perform cool-down exercises after dance activity
Perform exercises away from the barre to develop an awareness of personal and general space when travelling and stationary

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate safe dance practices in jumping and faster travelling steps

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate arm and head lines with foot movements at a foundation level

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise turning and use of ‘spotting’

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate a good sense of timing and rhythm into exercises

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Choreograph two bars of steps and perform in a class jam session

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform cool-down exercises after dance activity

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform a simple dance

  1. Under the guidance of a teacher, select a prepared tap dance to perform before a small audience
  2. Communicate the mood or style of the dance to the audience
  3. Maintain timing, rhythm and technique when dancing without musical accompaniment
  4. Use a good control of line when performing
  5. Apply safe dance practices at all times to prevent injury to self and others
  6. Perform a bow at the conclusion of the dance
  7. Follow advice from others about ways to improve own tap dance technique
Under the guidance of a teacher, select a prepared tap dance to perform before a small audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate the mood or style of the dance to the audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain timing, rhythm and technique when dancing without musical accompaniment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a good control of line when performing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply safe dance practices at all times to prevent injury to self and others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform a bow at the conclusion of the dance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow advice from others about ways to improve own tap dance technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

perform barre and centre exercises, within personal capabilities

perform two dances of differing tempos and styles that demonstrate a mastery of foundation tap dance 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

direct observation or video recording of candidate in dance classes

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.

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:

CUAOHS101A Follow basic safe dance practices.

Required Skills and Knowledge

Required skills

communication and teamwork skills to:

work cooperatively with others in a learning environment and in dance performances

discuss aspects of exercises and dance techniques with colleagues and teachers

initiative and enterprise skills to:

communicate the mood of a dance to an audience

move in line with the mood, rhythm, style and tempo of music

learning skills to:

improve dance technique through practice and a positive attitude to dancing

respond appropriately to constructive feedback on own skill development

self-management skills to:

arrive punctually at classes

dress appropriately

follow safe dance practices to prevent injury to self and others

project a confident manner when performing.

Required knowledge

sound knowledge of safe dance practices, such as:

warm-up and cool-down activities

correct clothing and footwear

how nutrition and diet:

affect physical and mental wellbeing

contribute to injury prevention

basic knowledge of:

tapping terminology

key groups in the history of tap dance, e.g. the Hoofer’s Club

music notation

music tempos and associated dance styles, such as:

polka

waltz

Latin rhythms and dances

stage directions and geography, such as:

up stage right

down stage left

prompt side

opposite prompt side.

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.

Stretching exercises should:

be undertaken with care and to the level of own ability

incorporate correct breathing technique

show appropriate use of placing at the barre and in the centre.

Exercises must relate to:

producing clean, clear tap sounds

demonstrating correct placing and alignment of the body

showing good, fast tempo in ‘speed’ tapping

showing ‘lightness’ in springing

demonstrating wings with clean individual sounds for required number of wing beats.

Safe dance practices relate to:

understanding the body’s capabilities and limitations, including:

alignment

flexibility (mobility)

strength (stability)

cardiorespiratory endurance

muscular endurance

appropriate footwear and clothing

barefoot dancing

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

effect of different ground surfaces, including:

moving float

podium or raised platform

runway

concrete or hard floor

pavement

slippery floor

sticky floor

floor that is too springy

sloping surface

earth

correct execution of dance steps

nutrition and diet.