Unit of competency details

Version 

Comments 

CUADTM511A

This version first released with CUA11 Live Performance Training Package version 1.0

Element 

Performance Criteria 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Prepare for dance classes

1.1. Ensure dance elements or movements for classes are safely sequenced

1.2. Identify and minimise the effect of risk factors  relevant to the teaching of classes in chosen dance style 

1.3. Check that learners are wearing appropriate practice clothing and footwear

1.4. Demonstrate appropriate warm-up techniques 

2. Demonstrate medium level dance techniques

2.1. Demonstrate to learners correct posture and body alignment  appropriate to medium level in chosen dance style or movement skill

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

2.3. Demonstrate balance, flexibility, stamina, coordination, weight transfer and control and articulation of individual body parts in an integrated manner in a range of techniques 

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

2.5. 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

2.6. Follow safe dance practice  in teaching activities

2.7. Demonstrate appropriate cool-down techniques 

3. Maintain expertise

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 stay abreast of current industry issues and trends 

3.3. Identify and participate in professional development activities  as required

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.

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.

Sources  may include:

• print publications
• resources available through dance societies
• television shows
• websites.

Industry issues and trends  may 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.