CUA40313 T E A C H I N G MODULE 2 ASSESSMENT KIT

CERTIFICATE IV IN CUA40313 DANCE T E A C H I N G MODULE 2 ASSESSMENT KIT T EA C H I N G D A N C E C e r t i f i c a t e IV i n C e r t i f i c a t e IV i n D an c e T e ac h i n g an d M an ag e m e n t

Key Information Qualification/s CUA40313 Certificate IV in Dance Teaching and Management Prerequisites None Units of Competency CUADTM401: Plan and organise dance classes CUADTM403: Apply safe dance teaching methods CUADTM411: Teach basic dance technique CUACHR402: Create short dance pieces Information relating to assessment tasks This is a summative assessment tool. Your completed assessment tasks will provide evidence for your tutor to determine whether you have successfully performed and satisfied all of the requirements to achieve competency. Each task has clear, explicit performance instructions about the relevant criteria, and what evidence must be submitted to be successful. The Each task should be clearly organised and compiled for submission. If it is not and your tutor is unable to understand your submission, you will be asked to resubmit your assessment. Students should only submit a COPY of their work. A back up copy must be kept by the student in case of lost or misplaced submissions.

Questions and Answers For which units do I need to demonstrate competency? CUADTM401: Plan and organise dance classes CUADTM403: Apply safe dance teaching methods CUADTM411: Teach basic dance technique CUACHR402: Create short dance pieces How do I demonstrate competency? 1. Complete the assessment tasks in this assessment kit. Assessment tasks may include knowledge questions, demonstration, projects, case studies and gathering workplace documents into a portfolio of evidence. 2. Submit all completed tasks and evidence requested in this assessment kit. What will be assessed? Do I complete all assessments at once? What resources will assist me to complete the assessment tasks? If you do not understand what you are required to do please ask your assessor. You will be assessed in all areas of the unit of competency to ensure you meet the objectives of the unit. All evidence requirements will be provided in the assessment task instructions. You must complete and submit all assessment tasks at the same time. Your responses to assessment activities might be drawn from: Knowledge gained in your training The learner guide provided Additional reading and research both within and outside the workplace What are some tips that will help me to complete my assessment tasks? Practical workplace experience Personal experience Read assessment tasks and criteria carefully before you commence work Ask for feedback and clarification from your tutor if needed Always aim to use a variety of resources to research and compile your responses e.g. reference material, the internet, organisation policies and procedures etc. Include correct referencing to these sources in your work. Use your own words. Plagiarism is not accepted. Keep your answers succinct and to the point

Review your work - go back and read your responses after you have finished What is reasonable adjustment? Who will assess me? Where will the assessment take place? What is the assessment process? Reasonable adjustment is the adjustment made to an assessment task by a facilitator when required to accommodate the diverse needs of students. Reasonable adjustment can only be made if it does not affect the validity and fairness of an assessment. Any reasonable adjustment or alternative tasks will be outlined in the assessment tool. Guidelines will be provided as to what is permissible and under what conditions. A qualified assessor determines whether you have the required skills and knowledge to be deemed competent in each of the units. This will vary depending on the assessment. This information will be included in each assessment task and can be clarified by your tutor. Carefully read the instructions for each assessment task. Make sure you understand what is required. Complete each assessment task as directed by your assessor. Once you are satisfied with your assessment and are ready to submit your work: Sign and date the Candidate Declaration page. Submit the completed task to your assessor by the designated date (if applicable).

Record of Assessment Outcomes This Record of Assessment Outcomes document records all the evidence used to form the final assessment decision and records the outcome of each task. Candidate s Name Candidate s Declaration I confirm that all evidence submitted by me for assessment is the product of my own work (unless otherwise stated) and contains no material previously published or written by another person, except where due reference is given in the text. DD MM YY Candidate s Signature Qualification Date CUA40313 Certificate IV in Dance Teaching and Management Module 2 Teaching Dance Units CUADTM401: Plan and organise dance classes CUADTM403: Apply safe dance teaching methods CUADTM411: Teach basic dance technique CUACHR402: Create short dance pieces Assessment Tasks Mapping Satisfactory CUADTM401 CUADTM403 CUADTM411 CUACHR402 Satisfactory (S) Not Yet Satisfactory (NYS) Assessor Initials Task 1 X X X Task 2 X X Task 3 X X Task 4 X X X Task 5 X Task 6 X Task 7 X X X Assessor s Feedback

Overall Assessment Outcome Competent Competent (C) Not Yet Competent (NYC) CUADTM401: Plan and organise dance classes CUADTM403: Apply safe dance teaching methods CUADTM411: Teach basic dance technique CUACHR402: Create short dance pieces DD MM YY Resubmission arrangements if NYC Assessor s declaration I confirm that the above-named candidate has satisfied all requirements of this unit of competency. I have informed the participant of the assessment decision. Date Assessor s Name: DD MM YY Assessor s Signature Date

Assessment Task 1: Written Questions Purpose of task To progress towards demonstrating application and competency in the unit: CUADTM401: Plan and organise dance classes CUADTM403: Apply safe dance teaching methods CUADTM411: Teach basic dance technique Criteria The assessment task will demonstrate your ability to: Analyse the learning environment and session requirements. Incorporate safe dance or movement practice into classes. Explain learning principles. Describe key principles in the Australian Guidelines for Dance Teachers and Dance Industry Code of Ethics. Describe graded progress requirements according to dance society levels. Assessment task PREPARING TO TEACH DANCE For this assessment you are required to complete a series of short answer questions. Note the criteria of each question such as name, list, identify, explain, discuss, etc, and make sure you answer the question in the required manner. Where applicable, for example where you are required to discuss subject matter, longer answers should be no more than three paragraphs. Candidates must write in their own words, using appropriate terminology, correct spelling, and full referencing. Assessment conditions Answer each question fully.

Written Questions 1. You have just started as a part-time teacher at Dynamic Dance, a local private dance school. Identify five (5) things that you would need to know about each class you will be teaching. 2. What information might help you to determine how your class fits in with the learning programs of the school? 3. In your role as dance teacher identify and explain at least four responsibilities that you will have. 4. When teaching dance you must at all times act in accordance with safe dance practices. Name four factors you must consider when planning and teaching your classes. 5. How would you explain the purpose of warm-up and cool-down to dance class participants? 6. At times, it will be necessary for your students to practice outside of class times. Describe the advice would you give to the students regarding a safe environment and safe dance practices in each case. 7. As a teacher you have a duty of care to students. Name at least four things a student and their parents/carers could reasonably expect you to be mindful of in the context of teaching dance. 8. Health and safety legislation requires employees to report hazards to their supervisor. List two examples of hazards that you would need to report to the dance studio owner. 9. Equal opportunity and anti-discrimination: a. English may not be the first language for several of the participants in your dance class. What legislation must you be aware of? b. Describe two strategies you might use to support the learning of these students. 10. Ethical behaviour: As a dance teacher, you are expected to act in a professional and ethical manner. Name four examples of ethical behaviour for a dance teacher. 11. Minimising injury Describe three practices which will help you minimise injury when teaching dance. 12. As a dance teacher you have a responsibility to encourage healthy lifestyles and physical and emotional health for your students. When might you give advice to your students about their health and dance training? Describe one example of when you would refer a student to a specialised practitioner. 13. Name at least three desirable characteristics which will help you create a positive learning environment for your dance class.

14. Briefly describe six strategies that you could apply to build cohesion in the class, encourage participation and build a positive learning environment. 15. Learning activities need to take account of the different ways in which people learn. Name and briefly discuss at least four learning styles. 16. Body alignment is a key consideration when teaching movement and dance. Describe correct body alignment and discuss why it is important. 17. Choose two different dance styles and select a movement that is commonly performed in each. For each movement explain and discuss each of the following - 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 18. Describe two common dance injuries using the correct anatomical terms to describe the injury and how it occurs. 19. In relation to teaching and learning dance, explain the following elements of physical movements and techniques, including an example of each: (use the correct anatomical terms when describing body parts) Effort theory (including time, weight, space and flow) extending Extending Folding Relationship with gravity Rotating Balance and transference weight Spatial awareness Sequential movement 20. Identify two considerations that are important when selecting music for dance exercises and enchainements. Explain why these are important. 21. Choose two different dance styles and select a movement that is commonly performed in each. For each movement explain its historical context and development. You may use the movements you have discussed in Question 17, or select two different movements.

Assessment Task 2: Project Activities Purpose of task To progress towards demonstrating application and competency in the units: CUADTM401: Plan and organise dance classes CUADTM403: Apply safe dance teaching methods CUADTM411: Teach basic dance technique Criteria The assessment task will demonstrate your ability to: Explain learning styles. Describe different teaching methods and techniques appropriate to teaching dance or movement. Describe key features of learning theories. Explain anatomical foundations. Describe issues or challenges that arise when teaching dance or movement. Describe key aspects of safe dance practice. Demonstrate a sound knowledge of the stages of human development and the learning principles and theories that relate to different age groups. Assessment task For this assessment you are required to complete a series of short answer questions. Note the criteria of each question such as name, list, identify, explain, discuss, etc, and make sure you answer the question in the required manner. Where applicable, for example where you are required to discuss subject matter, longer answers should be no more than three paragraphs. Candidates must write in their own words, using appropriate terminology, correct spelling, and full referencing. To answer these questions you will need to do your own comprehensive research. In addition to internet research, it is suggested that you access and study at least one reference book on Human Development. Suggested reading: Gallahue, D. L., & Ozmun, J. C. (2006). Understanding motor development: Infants, children, adolescents, adults (6th ed.). Boston: McGraw-Hill Kail, R. V. & Cavanaugh J. C., (2013) Human Development, A Life-Span View (6th ed.)wadsworth Cengage Learning, Publisher: Jon-David Hague, 2013, Belmont USA Assessment conditions Answer each question fully.

Project Activities 1. Teaching dance to young children (5 to 10 years old) a. Briefly describe five characteristics of physical and physiological development for this age group including motor skills development (biological domain). b. Briefly describe three characteristics of psychological development for this age group (cognitive and psychosocial domains). c. Briefly describe at least two principles or theories appropriate to teaching dance to this age group 2. Teaching dance to older children (11 to 14 years old) a. Briefly describe five characteristics of physical and physiological development for this age group including motor skills development (biological domain). b. Briefly describe three characteristics of psychological development for this age group (cognitive and psychosocial domains). c. Briefly describe at least two principles or theories appropriate to teaching dance to this age group 3. Teaching dance to adolescents (15 18 year olds) a. Briefly describe five characteristics of physical and physiological development for this age group including the impact of puberty (biological domain). b. Briefly describe three characteristics of psychological development for this age group (cognitive and psychosocial domains). c. Briefly describe at least two principles or theories appropriate to teaching dance to this age group 4. Teaching dance to adults (people aged over 18 years) a. Briefly describe four characteristics of adult learning (andragogy) b. Briefly describe at least one principle or theory appropriate to teaching dance to this age group. 5. Using the Internet, research the following sources of information: Ausdance At least one Australian dance society a. Identify 3 services provided by each of these organisations. b. Discuss the key principles of the Australian Guidelines for Dance Teachers and the Dance Industry Code of Ethics and how they apply to your role as a dance teacher c. An example of how progress is graded according to dance society levels

Assessment Task 3: Scenario Purpose of task To progress towards demonstrating application and competency in the units: CUADTM401: Plan and organise dance classes CUADTM411: Teach basic dance technique Criteria The assessment task will demonstrate your ability to: Identify learner support requirements. Refine specific learning objectives and assessment activities to suit program requirements and individual learner needs. Generate ideas for teaching strategies that reflect the requirements of the class. Evaluate existing learning resources and activities for use in specific teaching contexts. Assessment task LEARNING OBJECTIVES AND LEARNER NEEDS For this assessment you are required to read the scenario below and answer a set of questions about the scenario. Note the criteria of each question such as identify, explain, describe, etc, and make sure you answer the question in the required manner. Where applicable, for example where you are required to discuss subject matter, longer answers should be no more than three paragraphs. Candidates must write in their own words, using appropriate terminology, correct spelling, and full referencing. Scenario: You are about to commence teaching at Dance Dynamics. One of the classes you will be teaching is a group of ten eight-year-olds. They are learning your favourite dance style (your choice). Three of the students have been dancing at Dynamic Dance since they were four years old. Five of them have been dancing for two years. One has just started dance classes, and one has been learning at another school for one year. Two of them speak English as a second language and one student wears glasses.

1. Describe the key features and commonly performed movement repertoire, dance principles and techniques (movements, steps and combinations) of your chosen dance style. (300 500 words) 2. Identify at least five needs and/or characteristics that you need to know about the participants in your new class. These may be group or individual needs or characteristics. Clearly identify which of the students from the above scenario they relate to. (200 300 words) 3. Explain the key learning objectives for this class for one year of study. Include at least five objectives. (250 300 words) 4. Identify at least two examples of special needs that might apply to this class. Clearly explain each of the examples and recommend options for providing additional support. (500-700 words) 5. Consider the resources you would generally find available to you. Will these be appropriate to meet the needs of this group? Will additional resources or modifications be necessary? Explain your answer. (350 words) 6. Describe two learning approaches (principles or theories) that you would utilize in teaching this class. Explain why you think they will be appropriate. (500 750 words)

Assessment Task 4: Case Study Purpose of task To progress towards demonstrating application and competency in the units: CUADTM401: Plan and organise dance classes CUADTM411: Teach basic dance technique Criteria The assessment task will demonstrate your ability to: Develop and document session plans. Describe key aspect in the process of designing learning programs and sessions. Modify and contextualise existing learning resources. Develop and document additional learning activities as required. Identify and organise additional resourcing as required. Identify and minimise risk factors in teaching dance. Teach movement technique, demonstrating knowledge and skill in the chosen technique. Incorporate safe movement practice into classes. Organise learning materials, technology, equipment and skills in a timely manner. Discuss and clarify objectives, expectations and requirements with students, using appropriate verbal and interpersonal skills. Apply learning principles appropriate to age groups. Conduct classes according to lesson plans, with modifications as appropriate. Adjust expectations of individual students when required. Use an appropriate range of teaching methods, technology and equipment. Build opportunities for practice into lessons. Use effective teaching techniques. Support and monitor student learning with reference to specific performance criteria. Monitor and document student progress and ensure outcomes are being achieved and student needs met. Review and evaluate effectiveness of teaching with reference to specific performance criteria. Explain how to record and store information to maintain confidentiality and meet legal requirements. Maintain expertise in teaching basic dance techniques. Use a range of sources to keep up-to-date with current industry issues, trends and codes of practice.

Assessment task This assessment is comprised of three parts PART A: Creating Lesson Plans A series of short answer questions. Answering these questions will help you to write your lesson plans. PART B: Teaching Classes This involves teaching the lessons you have created in Part B. PART C: Evaluation This requires you to evaluate your teaching practice, based on what you have learned in Parts A-C. Candidates must write in their own words, using appropriate terminology and correct spelling. Note the criteria of each question such as identify, explain, describe, etc, and make sure you answer the question in the required manner. PART A: CREATING LESSON PLANS 1. Name four risks, hazards, constraints or limitations related to the learning environment and/or teaching requirements that you might need to consider when planning programs and lessons for a class. Explain your proposed strategies to work effectively within these constraints. 2. Sequencing lessons safely is an important aspect of planning lessons and progressions. List at least six components in the order you would expect for a typical dance class plan in any style Write an outline Class Plan naming specific exercises for the first lesson with your class at Dynamic Dance, considering the exercises and tasks necessary to begin working towards the objectives you have listed in Assessment Task 3 Part 3 Write an outline Class Plan for the tenth lesson, considering the expected progress in this timeframe. 3. You have dancers of varying level of physical and technical ability in your class. What modifications do you need to consider to ensure all dancers are participating? What additional support might be needed by the group or individual students? Are there any additional skills or assistance you need to provide support to your students, and how will you address these needs? What kind of support from others might be needed, and when? 4. Describe two strategies (teaching aids or ideas) that you plan to use with this class and discuss why you think they will be effective.

5. List the equipment, resources and learning materials you need for each class. Describe any relevant procedures you need to follow in relation to safety and compliance when using these items, and considerations for ensuring they are available for your lessons. 6. Choose one exercise or activity from the first lesson plan, and one from the fourth lesson plan. Choose different exercises. Describe how you would break down the procedure for teaching these exercises to the students. Explain how to safely perform the movements to minimise the risk of injury. Include information regarding alignment and posture. 7. Considering that the academic year for schools is divided into four terms, and most dance schools follow these terms, develop and document a full session plan for the class you are teaching at Dynamic Dance for a lesson in each of these four terms (four session plans). Take into consideration events that may occur during the year such as performances and assessments, and the impact these events have on planning. Develop and document additional learning activities as required to ensure progression throughout the four plans and meet learning goals and objectives. Make sure your plans are clearly set out and written so that they can be easily understood and reviewed by the school principal or a senior teacher (and your assessor). PART B: TEACHING Using the four detailed plans you have created, teach the four classes. There must be a minimum of three participants who attend all four sessions. Additional participants may attend individual sessions. All participants, (or their parents if under 18 years of age) must sign a waiver approving their participation. You must video each class and submit edited footage to your assessor. This assessment must be completed in a safe dance or movement teaching space with adequate space and flooring appropriate to the chosen dance style, and with access to teaching resources and equipment Your assessor will use the following checklist when viewing your video submission. Ensure that you have included all the components in your class plans and teaching demonstrations. Demonstration of these components must be evident in your video to achieve competency. Each video must be limited to 5 minutes and clearly labelled as Lesson 1, 2, 3 or 4. You will be required to edit your lessons to ensure that the key criteria is evident, whilst ensuring that the specified video length is not exceeded.

Style and level of classes observed and number of students in each 1 2 CHECKLIST: DANCE TEACHING SKILLS 3 4 Candidate adequately performed the actions below: 1 Venue was prepared. Resources including learning materials, technology and equipment required for teaching were available and ready to use Yes 2 Compliance with safe dance practice was observed. 3 Students were wearing appropriate practice clothing and footwear 4 Objectives, expectations and requirements were made clear to the students at the beginning of the learning program and/or class 5 The candidate demonstrated a positive relationship with students and used appropriate communication and motivation skills to ensure that all students had the opportunity to participate in activities. 6 Student behaviour and class dynamics were managed to encourage learning 7 Learning approach and principles applied were appropriate to the student group young children, older children, adolescents or adults 8 A range of teaching methods and techniques appropriate to the dance style and student group was used to accommodate dancers of different levels of ability and competence and optimise learner experience 9 The structure of the lesson plan was followed, including suitable pace of class, safe sequencing of movements, opportunities for practice, and theoretical content. 10 Lesson plans were modified where appropriate to reflect specific needs and circumstances and unanticipated situations 11 Exercises and sequences were varied in line with the level of capability of individual students where necessary and the expectation of the students was clarified and adjusted. 12 Students were encouraged to reflect on personal learning

13 Appropriate equipment and technology and a range of teaching aids was used competently to optimise learner experience 14 Demonstrations showed skills and knowledge to the required standard in the chosen technique, warm-up and cool-down. Correct posture and body alignment, isolation and coordination, balance, flexibility, transfer of weight and stamina were competently demonstrated and integrated into movements and enchainements. 15 Simple series of steps were memorises accurateley and demonstrated with attention to detail 16 Musicality, expression, accurate timing and phrasing and the relationship between the movements and the accompaniment was demonstrated 17 Correct terminology was used where appropriate 18 Explanation of the basic structure of the human body in relation to movements being taught and practised was incorporated into class 19 Observation and feedback were used to provide correction and modification in response to student needs. Feedback was understood by students and applied to their learning. 20 Opportunites for practice were built into lessons 21 Safe dance practice was followed in teaching activities to minimise risk of injuries. Safe warmup and cool-down procedures were included as an integral part of classes. Understanding of safe stretching technique was included. 22 Due diligence with regard to human contact and touch was observed

PART C EVALUATION AND PROFESSIONAL DEVELOPMENT 1. Briefly explain why it is important to evaluate dance lessons and programs. (250 words) 2. Thinking about the lessons you presented in Part B - a. Write an evaluation to determine their effectiveness in relation to relevant performance criteria and the learning objectives you set when planning the lessons. b. In relation to student learning measured against these performance criteria and learning objectives, what might you modify in future lessons? c. What constructive written feedback would be appropriate for those responsible for writing or setting the guidelines for the lesson plans or courses. (Total 500 750 words) 3. Written evaluations a. Prepare a written evaluation in checklist or rubric format for three of the students who participated in the lessons you presented in Assessment Task 5. Set out the evaluation in the format you would give to a student to assist with their learning. b. Explain how would you record and store this information for future reference, in accordance with confidentiality requirements. 4. Personal performance a. How would you begin to evaluate your own performance as a teacher? Record the three most important questions would you ask yourself. b. What feedback would be useful to you? Write three questions for three different people who could give you helpful feedback. 5. Professional development a. What ongoing professional development might benefit your skills and approach as a dance teacher? b. List at least three diverse sources and explain the opportunity for professional development offered by each. c. Explain how the new knowledge and/or skills gained would improve your dance teaching d. How often should you participate in these activities? 6. Research and select one idea to improve the quality of your teaching and enhance learning experiences for your students. (This could be from one of the sources you have looked at in previous questions) a. Explain the idea. b. How could you implement this idea in future lessons?

Assessment Task 5: Composition Purpose of task To progress towards demonstrating application and competency in the unit: CUACHR402: Create short dance pieces Criteria The assessment task will demonstrate your ability to: Describe the creative process and its components. Explain how dance is a form of communication. Plan, develop and evaluate short dance pieces. Clarify the intention of dance pieces. Relate dance styles and movement elements to choreographic intent and planning. Select aspects of staging and performance. Ensure safe dance practices are incorporated into planning, rehearsals and performances. Incorporate dance culture and correct terminology into dance composition process. Describe issues and challenges that arise when composing dance and suggest solutions to address them. Use documented self-evaluation and consultation with others to modify and improve the dance pieces. Ensure intent and appropriate movement ideas are expressed in performance. Select appropriate music, costumes and props to enhance movement intention. Use content, phrasing and flow to maximise interest. Prepare performance space as appropriate. Assessment task This assessment is comprised of two parts PART A: Composition Journal PART B: Composition Performance

PART A COMPOSITION JOURNAL You must plan, develop, produce and evaluate two short dance pieces using two different dance or creative movement styles. These two dance pieces are performed in the second part of this assessment. The following criteria are required for both works - Clearly defined creative intent must be demonstrated in the final performance Development including beginning, middle and resolution must be clearly shown. It is suggested that you follow these recommendations when choosing your works Journal One solo and one small group work (2 4 dancers) Length not more than 2.5 minutes maximum for each work Music required for both works Simple costuming, props and lighting to be used for at least one work Performance by the choreographer in the works is not recommended, but if desired, the choreographer may perform in one only of the works. Use your journal to keep a complete record of your planning, selections, development, production notes and evaluation for each work. The process will take a period of 6-10 weeks for each work, and you must make at least one dated entry for each week as you go. It is not acceptable to produce your complete journal at the end of the process. Ensure that you discuss your composition with your supervisor and use their feedback to improve the creative process. Checklists Use the following checklist to ensure you are keeping the necessary records. Each of the twelve items must be addressed for each work and will be assessed. Submission requirements Both your journal and your checklist must be submitted for assessment.

CHECKLIST Name of work Style of dance or movement Number of performers Work 1 Work 2 1 Ideas and influences Item included in journal Work 1 Work 2 External criteria where relevant such as the requirements for a work for your end of year concert for a selected class 2 Choreographic elements, devices and structures considered 3 Music selection considered 4 Choices made and the reasons why 5 Historical context of the work and dance style chosen, influences of selected dance culture, and appropriate terminology 6 Dance as a form of communication in relation to the work 7 Relevant diagrams, illustrations, reference notes 8 Timeline for rehearsals and performance Coordination of resources including spaces, equipment and personnel 9 Safe dance considerations for rehearsals and performance 10 Other challenges that may arise when composing, rehearsing and performing the work, and suggested solutions to address them 11 Reflection and analysis of strengths and weaknesses of the creative process and the final performance 12 Future improvements and modifications for your dance creation process

PART B COMPOSITION PERFORMANCE The performances of the two short works you have created in Part A are to be observed by your supervisor and a video is also required for submission. On completion of the class, collect feedback from the volunteers and your workplace supervisor. Use this feedback to reflect on this task and identify improvements you would make for the future. Video length is limited to 10 minutes in total. This must show: An introduction in which you explain the type of dance pieces you have created and the pupils it has been created for (1 minute) You demonstrating elements of the short dance pieces (2 minutes) The complete short dance pieces being performed by your pupils for BOTH classes. (5 minutes total) A reflection of the creative process and analysis of the strengths and weaknesses of the performances. Include feedback from your supervisor and the participants. (1-2 minutes) Students must not submit videos of their entire dance sessions. Be careful about what you are submitting. You have a limited amount of time to show your assessor that you can competently perform these tasks. The timings above are guidelines only, However, your tutor will only view the first 10 minutes of any video you submit, so be mindful to cover all the criteria in those 10 minutes. You will need to submit the following to your assessor: The completed check list on the next page (this will be completed by your workplace supervisor) Video footage of the class The assessment space must have suitable flooring as well as lighting and sound equipment Your supervisor is required to complete the performance checklist below to show that you have adequately performed this task. This must be completed for each work. Note that there are two parts to the checklist - Part A to be completed during rehearsal. Part B to be completed during the final performance of the work. Ensure you have included all the components in your work, rehearsal and final performance. Demonstration of these items will form your assessment. A copy of this task is included in your practical placement log book.

Name of work Number of performers Style of dance or movement Length of the work CHECKLIST: PERFORMANCE OF COMPOSITION WORK 1 WORK 2 PART 1: REHEARSAL Work 1 Work 2 1 Candidate adequately demonstrated the work to the performers 2 Candidate worked effectively with the performers to develop the work 3 Candidate used terminology correctly PART 2: PERFORMANCE Work 1 Work 2 4 Performance space was prepared, including clean floor surface, removal of obstacles, stage markings, setting of props and scenery as appropriate 5 Appropriate movement ideas and styles, choreographic elements, devices and structures discussed in journal entries were demonstrated 6 Creative intent was clear 7 The work showed development including beginning, middle and resolution 8 Performance space was well used, including entrance, exit, and consideration of audience 9 Interest was maintained throughout the piece 10 Music selection supported choreographic intent 11 Costumes, props and lighting (if used) were selected to demonstrate elements of staging and enhance movement intention Note: Simple costumes, props and lighting must be used for at least one work 12 Make-up and hairstyling (if used) were appropriate 13 Audio equipment was adequate and organised 14 Additional resources such as simple scenery and stage markings were used as necessary to demonstrate elements of staging and intention 15 Safe dance practices were followed as appropriate Workplace supervisor signature and date