Application
This unit describes the performance outcomes, skills and knowledge required to refine and extend methodologies for teaching any style of dance, creating an optimal learning environment and engaging learners in their professional development.
This unit applies to those working at a senior level as teachers or instructors in a dance school or studio. They could be employed by the school, or offer their services on a freelance basis.
At this level, teachers and instructors are expected to display initiative and judgement and apply cognitive and communication skills to identify, analyse, synthesise and act on information from a variety of sources. Applying the skills and knowledge in this unit is a largely self-directed activity, but may involve some mentored guidance.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Elements Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Adhere to the Dance Industry Code of Ethics | 1.1 Comply with Dance Industry Code of Ethics when interacting with students and members of the public 1.2 Communicate with students, parents and carers in a professional manner 1.3 Inform parents or carers of the policy and procedures of school or studio 1.4 Ensure that assessment tools and procedures enable students, parents and carers to have access to accurate and honest feedback and advice when requested 1.5 Ensure that class sizes and dance school or studio facilities are appropriate to the age group and level of students and dance style being taught 1.6 Ensure that references to or comparisons with the services of others are fair and balanced 1.7 Avoid situations that may lead to a conflict of interest |
2. Increase depth of teaching methods | 2.1 Use feedback from others about ways to improve own teaching methods that create an optimal learning environment and facilitate learners’ professional development 2.2 Develop own confidence in using a range of different teaching methods to engage learners and enhance their learning experience 2.3 Apply well-developed knowledge of instructional design principles to the design and delivery of programs 2.4 Extend knowledge of anatomy and physiology to improve own ability to discuss with learner the body’s responses to physical activity 2.5 Integrate the concept of lifelong learning into own professional development as a teacher 2.6 Engage in ongoing collaboration with peers and others 2.7 Challenge, refine and adapt own ideas and strategies for developing professional practice as a teacher |
3. Work effectively with others | 3.1 Communicate with others in a way that engenders respect 3.2 Share information and ideas in a timely fashion to enhance work outcomes 3.3 Seek information and ideas from others as required to assist achievement of work requirements 3.4 Observe linguistic and cultural protocols when communicating with others |
Evidence of Performance
Evidence of the ability to:
adhere to the Dance Industry Code of Ethics in a dance teaching environment
work collaboratively with others in a dance teaching and professional development context
improve own dance teaching methods
demonstrate teaching practice that clearly shows appropriate learning and instructional design principles
communicate effectively and constructively with students.
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:
explain the following learning principles:
learner-centred approaches to teaching
increasing learner independence
use of modelling and demonstration
learning process needing to reflect individual circumstances
explain the following learning styles:
auditory
visual
kinaesthetic
analytical
theoretical
activist
pragmatist
reflective
explain how the following relate to instructional design principles:
sequencing information
providing opportunities for practice
describe key aspects in the process of designing learning programs and developing lesson plans
describe different teaching methods and techniques appropriate to teaching dance or movement
explain key aspects of the following in relation to teaching dance:
Dance Industry Code of Ethics
Australian Guidelines for Dance Teachers
duty of care under common law
safe dance practice
hazard reporting requirements
safe use and maintenance of equipment
emergency procedures
sources of work health and safety (WHS) information
describe key features of the following learning theories:
cognitive learning theory
andragogy
pedagogy
information processing
behavioural.
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:
interaction and collaboration with others involved in dance teaching
access to industry networks and information.
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.
Skill | Performance Criteria | Description |
Learning | 2.1, 2.6, 2.7 | Seeks feedback and accepts guidance from others Uses self-reflection to plan strategies for developing own skills and knowledge |
Reading | 1.1, 1.3 | Understands codes of practice, regulatory documentation, and organisational policies and procedures |
Writing | 1.2, 1.3 | Writes routine correspondence |
Oral communication | 1.2, 1.3, 2.1, 2.7, 3.1, 3.2, 3.3, 3.4 | Seeks the views and opinions of others Obtains information by listening and questioning Discusses ideas and solutions Uses clear language to contribute information and express requirements |
Navigate the world of work | 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.7 | Works independently and collectively with a strong sense of responsibility for goals, plans, decisions and outcomes Responds to protocols associated with the role of dance teacher |
Interact with others | 1.2, 1.3, 2.1, 2.2, 2.3, 2.4, 2.5, 2.7, 3.1, 3.2, 3.3, 3.4 | Builds rapport in order to establish effective work relationships Avoids behaviours that undermine effective interpersonal and group interaction and relationships in the broader dance teaching community Modifies personal communication style to show respect for the values, beliefs and cultural expectations of others |
Get the work done | 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, 2.7, 3.2, 3.3 | Adopts a methodical and logical approach to refining teaching methodologies and ensuring that own teaching practice is conducted in a professional and ethical manner Recognises the potential of new approaches to enhance own teaching practice Distributes information electronically Uses standard word processing and spreadsheet applications to prepare workplace documentation |
Sectors
Performing arts – dance teaching and management