Teach basic dance technique Evidence Guide

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Evidence Guide: CUADTM411A - Teach basic 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

CUADTM411A - Teach basic dance technique

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

Prepare for dance classes

Ensure dance elements or movements for classes are safely sequenced
Identify and minimise the effect of risk factors relevant to the teaching of classes in chosen dance style
Check that learners are wearing appropriate practice clothing and footwear
Demonstrate appropriate warm-up techniques

Ensure dance elements or movements for classes are safely sequenced

Completed
Date:

Teacher:

Evidence:

Identify and minimise the effect of risk factors relevant to the teaching of classes in chosen dance style

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 dance techniques

Demonstrate to learners correct posture and body alignment appropriate to chosen dance technique and movement
Demonstrate isolation and coordination of the upper and lower body in simple movement sequences
Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques
Emphasise the importance of control, attention to detail and memory when demonstrating simple series of steps, or enchaînements
Demonstrate the timing and phrasing relationship between dance movement and the accompanying music
Follow safe dance practice in teaching activities
Demonstrate appropriate cool-down techniques

Demonstrate to learners correct posture and body alignment appropriate to chosen 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 balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques

Completed
Date:

Teacher:

Evidence:

Emphasise the importance of control, attention to detail and memory when demonstrating simple series of steps, or enchaînements

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Follow safe dance practice in teaching activities

Completed
Date:

Teacher:

Evidence:

Demonstrate appropriate cool-down techniques

Completed
Date:

Teacher:

Evidence:

Maintain expertise

Use feedback from relevant personnel about the quality of classes to identify areas of own teaching practice that could be improved
Use a range of sources to stay abreast of current industry issues and trends
Identify and 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 stay abreast of current industry issues and trends

Completed
Date:

Teacher:

Evidence:

Identify and participate in professional development activities as required

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: demonstrate basic dance technique apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques demonstrate short and simple enchaînements within specified exercises demonstrate musicality, expression, phrasing and correct timing, and sensitivity in a movement sequence 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 basic dance techniques 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 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 dance class case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a 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: CUADTM401A Plan and organise dance classes CUADTM403A Apply safe dance teaching methods.

Required Skills and Knowledge

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

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 basic 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 basic dance techniques in the chosen style, such as:

at the barre

in the centre

simple balancing, turning, and low and medium-elevation movements

basic enchaînements of 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 Industry Code of Ethics

dance teaching terminology

graded progress requirements according to dance society levels

dance repertoire in chosen style

dance principles and techniques

issues and challenges that arise in the context of teaching dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

teaching and performance protocols.

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.

Risk factors may include:	inappropriate or worn-out footwear trip hazards in the venue or facility, for example power cords unsafe flooring.
Dance styles may include:	ballet bodyweather and butoh contemporary creative cultural, such as: Aboriginal and Torres Strait Islander African belly dancing Egyptian Hungarian Irish Khmer magical, mystical, or spiritual dance Pacific Islander Polish ritual or sacred Russian Scottish Spanish jazz modern social street tap wheelchair.
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 refers to:	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 basic level must relate to a wide range of techniques, such as:	air work, such as: adage rolls correct body alignment floor work, such as: stretches abdominal strengthening focusing eyes and mind while performing improvisation isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes kicks jumps and leaps maintaining rhythm and tempo non-locomotor exercises and sequences, such as: pliés tendus techniques and steps relevant to the chosen dance style using arm lines appropriately and extensively working at differing tempos working on centre and off centre.
Accompanying music may include:	instrumental music live or recorded music vocal music.
Safe dance practicemay 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 representatives of dance societies students.
Sourcesmay include:	print publications resources available through dance societies television shows websites.
Industry issues and trendsmay relate to:	Australian Guidelines for Dance Teachers Dance Industry Code of Ethics 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.

NTISthis.com

Evidence Guide: CUADTM411A - Teach basic dance technique

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUADTM411A - Teach basic dance technique

Prepare for dance classes

Demonstrate basic dance techniques

Maintain expertise

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _