Teach high level dance technique


This unit describes the performance outcomes, skills and knowledge required to incorporate safe dance practice into the teaching of high level techniques in any dance style in dance studios, professional companies or venues where flooring is appropriate for the safe teaching of dance.

At this level, dance teachers are working with students who already have well-developed technique and performance skills. Teaching methodologies therefore tend to be more tailored to individual needs. Students could also be involved in determining the structure of training programs, which could be based on a specific syllabus or set of teaching resources which the teacher has developed.

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

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 classes in any dance style

1.3 Check that learners are wearing appropriate practice clothing and footwear

1.4 Demonstrate appropriate warm-up techniques

2. Demonstrate high level dance techniques

2.1 Demonstrate to learners correct posture and body alignment appropriate to high level techniques and movement in chosen dance style

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

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

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

2.5 Demonstrate the timing and phrasing relationship between high level 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 to ensure that all learners have equal opportunity to participate and provide input

2.9 Resolve problems that arise, knowing when it is appropriate to seek assistance from others

3. Maintain expertise in teaching high level 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 high level technique in chosen dance style

demonstrate correct warm-up and warm-down techniques and follow safe dance practices in teaching activities

demonstrate highly complex enchaînements, combinations and sentences

demonstrate musicality, expression, phrasing and correct timing, tempo 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

principles, characteristics and techniques in chosen dance style

features of commonly performed repertoire in chosen dance style

graded progress requirements according to dance society levels

issues and challenges that arise when teaching dance

key aspects of safe dance practice

protocols associated with teaching dance.

Assessment Conditions

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 high level dance in either a real or simulated situation

a venue with adequate space and appropriate flooring, such as 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.

Foundation Skills

This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.


Performance Criteria



3.1, 3.3

Seeks feedback and accepts guidance from others

Accepts opportunities to participate in formal professional development activities



Obtains information from written sources

Oral communication

1.3, 1.4, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 2.8, 2.9, 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, 2.9, 3.1

Builds rapport with students in order to establish an effective learning environment

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, 2.9, 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

Addresses some unfamiliar problems of increasing complexity within scope of own role, and seeks the expertise of others where appropriate

Uses the internet as a source of information

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 must relate to teaching the highly competent execution of:


awareness of personal and general space when travelling and stationary

fluid control of pirouettes with directional change


grand battement


isocentric and polycentric isolations

interpreting rhythm to movement

jumps and leaps

knee spins


posés piqués and châinés box style

steady balance on supporting leg, working towards a 90-degree angle


techniques and steps relevant to the chosen dance style

tendu lifts

using arm lines appropriately

working in a cohesive partnership with a peer to interpret a dance style.


Performing arts – dance teaching and management