Assessor Resource

CUADTM511A
Teach medium level dance technique

Assessment tool

Version 1.0
Issue Date: May 2024


Private dance teachers who specialise in teaching any style of dance apply the skills and knowledge in this unit.

Typically these teachers are working in private dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, private dance teachers work without supervision. They are expected to apply initiative and judgement when planning lessons which could be based on a specific syllabus or teaching resources they may have helped to prepare. Alternatively, they may be devising and conducting classes which are not based on any particular syllabus.

This unit describes the performance outcomes, skills and knowledge required to apply safe dance practice to the teaching of medium level techniques in any dance style.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 medium level technique in chosen dance style

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

demonstrate complex enchaînements within specified exercises, e.g. allegro, elevation

demonstrate musicality, expression, phrasing and correct timing, 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 or equipment

opportunities for teaching medium level dance technique 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 medium level dance class

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

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

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

design and communicate approaches to unpredictable problems that may arise in a teaching context

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 medium level 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 medium level dance techniques, such as:

at the barre

in the centre

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

complex 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

repertoire in chosen dance style

principles and techniques in chosen dance style

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.

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

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 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 medium level must relate to a wide range of techniques, such as:

adage

demonstrating an awareness of personal and general space when travelling and stationary

fluid control of pirouettes with directional change

fouettés

grand battement

isocentric and polycentric isolations

improvisation

interpreting rhythm to movement

jumps and leaps

knee spins

pliés

posés piqués and châinés box style

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

stretches

techniques and steps relevant to the chosen dance style

tendu lifts

using arm lines appropriately and extensively

working in a cohesive partnership with a peer, interpreting a dance style.

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 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.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
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 
Demonstrate to learners correct posture and body alignment appropriate to medium level in chosen dance style or movement skill 
Demonstrate isolation and coordination of the upper and lower body in complex 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 complex series of steps or enchaînements 
Demonstrate the timing and phrasing relationship between medium level dance movement and the accompanying music through dance that displays musicality, phrasing, sensitivity and correct timing 
Follow safe dance practice in teaching activities 
Demonstrate appropriate cool-down techniques 
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 

Forms

Assessment Cover Sheet

CUADTM511A - Teach medium level dance technique
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Assessment Record Sheet

CUADTM511A - Teach medium level dance technique

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Assessment task 1: [title] Result: Competent Not yet competent

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