This unit describes the performance outcomes, skills and knowledge required to incorporate safe dance practice into the teaching of basic tap dance techniques.
Dance teachers who specialise in teaching tap apply the skills and knowledge in this unit. Typically these teachers are working in dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.
At this level, teachers and instructors may be working from learning programs developed by others, and structuring lesson plans around those programs. Alternatively, they may be devising and conducting classes which are not based on a particular syllabus.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Elements describe the essential outcomes.
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 enchaÃ®nement 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 Performance
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 enchaÃ®nements
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.
Evidence of Knowledge
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
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.
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:
teaching resources and equipment
opportunities for teaching basic tap dance in either a real or simulated situation
a venue with adequate space and a sprung or tarkett floor.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Seeks feedback and accepts guidance from others
Accepts opportunities to participate in formal professional development activities
Obtains information from written sources
1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 3.1, 3.2
Seeks the views and opinions of others
Obtains information by listening and questioning
Uses clear language and correct industry terminology to contribute information and express requirements
Navigate the world of work
1.1, 1.2, 1.3, 1.4, 2.6, 3.2, 3.3
Identifies and follows procedures and expectations associated with own role
Takes responsibility for following accepted industry practices in relation to safe dance practices and injury-prevention strategies
Maintains an appropriate standard of personal presentation
Takes responsibility for own professional development
Interact with others
1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 3.1
Ensures that every learner has an opportunity for participation and input during classes
Pays attention to the behaviour of others, interpreting a broad range of verbal and non-verbal signals
Interprets and addresses learner behaviour that puts others at risk
Demonstrates sensitivity to diversity, disability, culture, gender and ethnic backgrounds
Respects expertise and background of learners
Get the work done
1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 2.8, 3.2
Adopts a methodical and logical approach to the process of preparing for and conducting dance classes
Facilitates the learning of others through competent delivery of dance classes
Monitors and adjusts teaching to meet group or individual requirements
Uses the internet as a source of information
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:
full pliÃ©s and shuffles
shuffles and 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
turning cramp rolls: 3/4 time
turns on diagonal
wings (doubles, split and travelling).
Performing arts â€“ dance teaching and management