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Evidence Guide: CUADTM406 - Teach basic 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

 

CUADTM406 - Teach basic tap dance technique

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

Prepare for dance classes

  1. Ensure dance elements or movements for classes are safely sequenced
  2. Identify and minimise risk factors in the teaching of tap classes
  3. Check that learners are wearing appropriate practice clothing and footwear
  4. Demonstrate appropriate warm-up techniques
Ensure dance elements or movements for classes are safely sequenced

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and minimise risk factors in the teaching of tap classes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check that learners are wearing appropriate practice clothing and footwear

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate appropriate warm-up techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate basic tap dance techniques

  1. Demonstrate to learners correct posture and body alignment appropriate to tap dance technique and movement
  2. Demonstrate isolation and coordination of the upper and lower body in simple movement sequences
  3. Demonstrate a range of techniques that integrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts
  4. Emphasise the importance of control, attention to detail and memory when demonstrating simple sequences or enchaînement of dance steps
  5. Demonstrate the timing and phrasing relationship between tap dance movement and the accompanying music
  6. Follow safe dance practice in teaching activities to minimise risk of injuries
  7. Demonstrate appropriate warm-down techniques
  8. Manage class dynamics and learner behaviour to encourage learning
Demonstrate to learners correct posture and body alignment appropriate to tap dance technique and movement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate isolation and coordination of the upper and lower body in simple movement sequences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate a range of techniques that integrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Emphasise the importance of control, attention to detail and memory when demonstrating simple sequences or enchaînement of dance steps

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate the timing and phrasing relationship between tap dance movement and the accompanying music

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow safe dance practice in teaching activities to minimise risk of injuries

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate appropriate warm-down techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Manage class dynamics and learner behaviour to encourage learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain expertise in basic tap dance technique

  1. Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved
  2. Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice
  3. Participate in professional development activities as required
Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in professional development activities as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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 tap classes

1.3 Check that learners are wearing appropriate practice clothing and footwear

1.4 Demonstrate appropriate warm-up techniques

2. Demonstrate basic tap dance techniques

2.1 Demonstrate to learners correct posture and body alignment appropriate to tap dance technique 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 Demonstrate the timing and phrasing relationship between tap dance movement and the accompanying music

2.6 Follow safe dance practice in teaching activities to minimise risk of injuries

2.7 Demonstrate appropriate warm-down techniques

2.8 Manage class dynamics and learner behaviour to encourage learning

3. Maintain expertise in basic tap dance technique

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

Required Skills and Knowledge

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 tap classes

1.3 Check that learners are wearing appropriate practice clothing and footwear

1.4 Demonstrate appropriate warm-up techniques

2. Demonstrate basic tap dance techniques

2.1 Demonstrate to learners correct posture and body alignment appropriate to tap dance technique 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 Demonstrate the timing and phrasing relationship between tap dance movement and the accompanying music

2.6 Follow safe dance practice in teaching activities to minimise risk of injuries

2.7 Demonstrate appropriate warm-down techniques

2.8 Manage class dynamics and learner behaviour to encourage learning

3. Maintain expertise in basic tap dance technique

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 the ability to:

demonstrate basic tap dance technique

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.

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

tap dance principles and techniques

features of commonly performed tap dance repertoire

graded progress requirements according to dance society levels

issues and challenges that arise when teaching tap dance

key aspects of safe dance practice

protocols associated with teaching dance.

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:

barre work:

full pliés and shuffles

heel shuffles

tap-ups

turns

shuffles and wings

knock wings

dance centre amalgamations:

shuffles (medium tempo)

tap-ups and ripples: travelling, 3/4 time, medium or fast tempo

speed tap-ups: very fast tempo

samba

syncopation

turning cramp rolls: 3/4 time

turns on diagonal

wings (doubles, split and travelling).