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Evidence Guide: CUADTM604A - Teach high level 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

 

CUADTM604A - Teach high level 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 and movements for classes are safely sequenced
  2. Identify and minimise the effect of risk factors relevant to the teaching of tap dance classes
  3. Check that learners are wearing appropriate practice clothing and footwear
  4. Demonstrate appropriate warm-up techniques
Ensure dance elements and movements for classes are safely sequenced

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and minimise the effect of risk factors relevant to the teaching of tap dance 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 high level tap dance techniques

  1. Demonstrate to learners correct posture and body alignment appropriate to high level tap dance technique and movement
  2. Demonstrate isolation and coordination of the upper and lower body in highly complex movement sequences
  3. Demonstrate precise and highly competent execution of balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques
  4. Emphasise the importance of control, attention to detail and memory when demonstrating highly complex series of steps or enchaînements
  5. Demonstrate timing and phrasing relationship between high level tap dance movement and accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing
  6. Follow safe dance practice in teaching activities
  7. Demonstrate appropriate cool-down techniques
Demonstrate to learners correct posture and body alignment appropriate to high level tap dance technique and movement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate precise and highly competent execution of 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 highly complex series of steps or enchaînements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate timing and phrasing relationship between high level tap dance movement and accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing

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

  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 stay abreast of current industry issues and trends
  3. 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 high level tap dance technique

apply safe dance practice in teaching activities, including correct warm-up and cool-down techniques

demonstrate highly complex enchaînements, combinations and sentences within specified exercises

demonstrate musicality, expression, phrasing and correct timing, tempo and sensitivity in movement sequences

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 high level tap dance in either a real or simulated situation

access to 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 high level tap dance class

case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and teaching a high level tap 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:

CUADTM508A Refine dance teaching methodologies.

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

generate and communicate ideas

formulate responses to complex problems that may arise in a teaching context

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, musical sensitivity, awareness and phrasing in movement sequences

literacy skills to:

write and interpret instructions or feedback for the learners

identify, synthesise and evaluate information and concepts from a range of sources

problem-solving skills to:

memorise highly complex 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 high level tap dance techniques, such as:

at the barre

in the centre

highly complex balancing, turning, and low and medium and high-elevation movements

highly complex enchaînements of tap 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 teaching terminology

graded progress requirements according to dance society levels

issues and challenges that arise in the context of teaching tap dance

OHS principles relevant to a teaching context

safe dance practice relevant to a teaching context

tap dance repertoire

tap dance principles and techniques

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.

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 must relate to teaching the precise and highly competent execution of:

correct posture and alignment when in motion

dancing in time with the music

controlled looseness of ankle and knee joints

focus with body awareness

safe dance practice in jumping and faster travelling steps

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

maintaining clean, clear beats when performing close work

maintaining good timing without music

complex turns while maintaining a high level of technique

producing clean, clear, high quality tap sound.

Accompanying music may include:

instrumental

live or recorded

vocal.

Safe dance practice may 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

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 teaching methodologies

emerging trends in different dance disciplines or genres

employment opportunities for dancers

safe dance practice.

Professional development activities may include:

industry events, such as:

conferences

expositions

festivals

workshops and seminars organised by dance societies or industry associations.