CUADTM614 — Teach high level tap dance techniques

Elements & performance criteria

Performance evidence

• teach at least four dance classes high level tap dance techniques.
• teach warm-up and cool-down techniques required for high level tap dance techniques
• follow safe dance practices in teaching activities
• deliver class according to identified learning outcomes
• develop teaching resources from identified resource gaps
• teach highly complex steps, combinations and sentences
• teach musicality, expression, phrasing and correct timing in movement sequences
• interact constructively with learners and demonstrate respect for individual learning needs
• evaluate own teaching practice and identify opportunities for improvement

Knowledge evidence

• significance of the following anatomical foundations in the context of teaching dance techniques: spine articulation, feet engagement, bases of support, including feet, legs, hands, arms, and torso, range of motion of joints, differentiation of legs and pelvis
• key principles in the Australian Guidelines for Dance Teachers and Dance Industry Code of Ethics
• processes for formulating class plans according to learning outcomes
• strategies for developing teaching resources that address identified gaps in material
• strategies to evaluate feedback and develop plan to improve teaching practice
• processes for participating in professional development activities
• techniques for researching, sourcing and using current industry issues, trends and codes of practice
• tap dance principles and techniques
• features of commonly performed tap dance repertoire
• issues and challenges that arise when teaching tap dance
• key aspects of safe dance practice
• protocols associated with teaching dance
• tap dance techniques taught at a highly competent tap dance level, including those relating to: posture and alignment, dancing in time with music, controlled looseness of ankle and knee joints, body awareness, safe dance practice in jumping and fast travelling steps, wings with clean individual sounds for the required number of wing beats, 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.

Foundation skills

• Oral communication: Obtains information by listening and questioning Uses clear language and correct industry terminology to contribute information and express requirements
• Reading: Obtains information from written sources
• Planning and organising: Adopts a methodical and logical approach to the process of preparing for and conducting dance classes
• Problem solving: 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 as required
• Self-management: 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 Takes responsibility for own professional development
• Teamwork: Creates effective learning environments by building rapport with students Interprets different verbal and non-verbal signals in student behaviour Interprets and addresses learner behaviour that puts others at risk Demonstrates respect for diversity, disability, culture, gender and ethnic backgrounds
• Technology: Uses the internet as a source of information

Unit content sourced from training.gov.au — © Commonwealth of Australia, licensed under CC BY 4.0. Auditori is not affiliated with the Department of Employment and Workplace Relations.

Questions about assessing CUADTM614