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Evidence Guide: CUADAN311A - Increase depth of 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

 

CUADAN311A - Increase depth of tap dance technique

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

Maintain a physical conditioning program

  1. In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility
  2. Set realistic physical conditioning goals aimed at improving own dance technique
  3. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required
  4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program
  5. Always perform warm-up and cool-down activities in conjunction with dance activities
  6. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set realistic physical conditioning goals aimed at improving own dance technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify risk factors that may inhibit the achievement of goals and seek professional advice as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Always perform warm-up and cool-down activities in conjunction with dance activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build on basic tap dance technique

  1. Perform dance centre amalgamations with increasing confidence and expertise
  2. Improvise movements to create a personal style, in a learning environment
  3. Choreograph and perform basic tap dance sequences, in a learning environment
  4. Explore individuality and originality during practice sessions and performances
  5. Incorporate musicality, rhythm and correct timing into performances
  6. Coordinate position and movement between other dancers
Perform dance centre amalgamations with increasing confidence and expertise

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Improvise movements to create a personal style, in a learning environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Choreograph and perform basic tap dance sequences, in a learning environment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore individuality and originality during practice sessions and performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate musicality, rhythm and correct timing into performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Coordinate position and movement between other dancers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain expertise

  1. Continuously practise basic movements
  2. Maintain and update knowledge of tap dance terminology
  3. Use feedback from teachers and mentors to identify and develop ways to improve own tap dance performance skills
  4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation
Continuously practise basic movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain and update knowledge of tap dance terminology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use feedback from teachers and mentors to identify and develop ways to improve own tap dance performance skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation

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:

improve tap dance technique over a 6 to12 month period

perform two dances of differing tempos and time signatures that demonstrate:

confident performance skills

an ability to communicate the mood or style of dances

accuracy in basic tap techniques

respond appropriately to constructive feedback on own dance technique

follow safe dance practices.

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 live or recorded performances

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 maintaining a personal physical conditioning program

direct observation of candidate in rehearsals and performances.

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:

CUACHR301A Develop basic dance composition skills

CUADAN304A Develop dance improvisational skills

CUAPRF307A Develop performance techniques.

Required Skills and Knowledge

Required skills

communication skills to:

discuss dance and physical conditioning issues with relevant personnel

read and interpret a simple combination of tap dance steps in written form

respond appropriately to feedback on own skill development and performance

initiative and enterprise skills to:

work creatively with music and dance

dance with strong stage presence, confidence and projection

communicate the mood or style of dances

use imagination to choreograph simple tap sequences

learning skills to:

improve own tap dance techniques through practice and a positive attitude to dancing

develop and implement a personal physical conditioning program

develop a movement memory

planning and organising skills to:

prepare for performances

plan practice time

self-management skills to:

arrive punctually at classes and rehearsals

dress appropriately

observe dance discipline and follow direction

apply safe dance practices

teamwork skills to work collaboratively with others involved in dance classes.

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

stage geography and directions

musical rhythms, including:

time signatures

beat

tempo

syncopation

overview knowledge of:

history of tap, including prominent dancers

ways of notating tap dance.

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.

Relevant personnel may include:

teachers

mentors

coaches

medical practitioners

nutrition experts

colleagues

family members

performers

representatives of dance societies.

Risk factors may relate to:

consistency of a physical fitness regime

own ambition

expectations of others

injury-prevention strategies

gender issues

body image and eating disorders

insufficient hydration

poor nutrition

incorrectly fitting footwear

gender-appropriate performance techniques.

Warm-up and cool-down activitiesmay include:

stretching

joint-mobility exercises

flexibility exercises

aerobic activities

anaerobic exercises

coordinated breathing activities

floor work.

Dance centre amalgamationsmust include:

producing clean, clear, high quality tap sound

demonstrating a controlled looseness of ankle and knee joints when performing speed technique

maintaining clean, clear beats while increasing the speed of footwork

neat placement of feet

executing wings with clean individual sounds for the required number of wing beats

demonstrating an awareness of personal and general space when travelling and stationary

correct posture and alignment when in motion

demonstrating safe dance practices in jumping and faster travelling steps

dancing in time with the music

performing complex turns while maintaining good technique.

Performances may be:

live before an audience

in a learning environment.