Unit of competency Outline
Date retreived
22/07/2026 1:12 AM AWST
22/07/2026 1:12 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Perform basic tap technique
Perform basic tap technique
Unit of competency
National Code
CUADAN207A
CUADAN207A
State Code
S7479
S7479
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
16/03/2012
Field of Education
100105 - Dance
Original Release Date
16/03/2012
Nominal Hours
45
Description
This unit describes the performance outcomes, skills and knowledge required to appreciate tap dance as an art form and to perform basic tap dance techniques in a learning environment.
Notes
Elements and Performance Criteria
1. Develop an understanding of tap dance as art form
- 1.1. Physically demonstrate understanding of the terminology used in tap dance
- 1.2. Discuss with relevant personnel the range of influences found in tap dance
2. Develop basic tap dance performance skills
- 2.1. Under the guidance of mentors or teachers, develop a range of basic tap dance skills
- 2.2. Apply safe dance practices at all times to prevent injury to self and others
- 2.3. Experiment with performing a few bars of own choreography within a group format
- 2.4. Follow advice from others about ways to improve own dance technique
3. Perform short dance routines
- 3.1. Discuss the intention and key aspects of routines with relevant personnel
- 3.2. Apply basic make-up and wear appropriate costumes for performances
- 3.3. Perform simple routines combining a variety of discrete movements individually or synchronise movements with ensemble where required
- 3.4. Use props effectively and confidently as required
- 3.5. Create style and grace through coordination of arm lines
- 3.6. Observe direction from relevant personnel
- 3.7. Observe and follow dictates of music or rhythm
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.
Terminology may include:
syncopation
beat count
steps, such as:
scuffs
shuffles, such as:
crossover
heel
ball change
riff
wings
heel clicks
tap-ups
ripples
cramp roll.
Relevant personnel may include:
teachers
choreographers
community members
managers
mentors
performers
representatives of dance societies
supervisors.
Influences may include:
English, such as clogging
Irish, such as:
step dancing
stomp dancing
African, such as Juba dance
Spanish, such as Flamenco
vaudeville
musical theatre and Broadway shows
the Hoofer’s Club
dancers, such as:
Fred Astaire
Gene Kelly
Sammy Davis Jnr
Savion Glover
Gregory Hines.
Developing basic tap dance skills may relate to:
executing barre work, such as:
full pliés and shuffles
heel shuffles
tap-ups
turns
shuffles and wings
knock wings
practising dance centre amalgamations, such as:
shuffles (medium tempo)
tap-ups and ripples: travelling, 3/4 time, medium or fast tempo
speed tap-ups: very fast tempo
samba
syncopation
turning cramp rolls: 3/4 time
turns on diagonal
wings, such as:
doubles
split
travelling
improvisation
performing exercises with correct posture, alignment and technique with neat foot placement
keeping in time with the music
demonstrating a controlled looseness of ankle and knee joints
showing lightness in springing
coordinating arms and lower limb movements.
Safe dance practices relate to:
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
warm-up and cool-down activities, such as:
gentle stretches
aerobic exercises
anaerobic exercises
breathing exercises
doing exercises and performing routines on flooring appropriate to genre and style of dance, such as:
sprung softwood
tarkett
sprung parquet
tongue and groove hardwood
resined for ballroom and Latin dance
non-slip for ballet
wood for tap and Spanish
correct execution of dance steps
appropriate clothing and footwear
nutrition and diet.
Aspects may include:
audience characteristics
costume requirements
length of performances
make-up
props
number of performances.
Basic make-up may include:
face make-up
body paint
theatre make-up.
Terminology may include:
syncopation
beat count
steps, such as:
scuffs
shuffles, such as:
crossover
heel
ball change
riff
wings
heel clicks
tap-ups
ripples
cramp roll.
Relevant personnel may include:
teachers
choreographers
community members
managers
mentors
performers
representatives of dance societies
supervisors.
Influences may include:
English, such as clogging
Irish, such as:
step dancing
stomp dancing
African, such as Juba dance
Spanish, such as Flamenco
vaudeville
musical theatre and Broadway shows
the Hoofer’s Club
dancers, such as:
Fred Astaire
Gene Kelly
Sammy Davis Jnr
Savion Glover
Gregory Hines.
Developing basic tap dance skills may relate to:
executing barre work, such as:
full pliés and shuffles
heel shuffles
tap-ups
turns
shuffles and wings
knock wings
practising dance centre amalgamations, such as:
shuffles (medium tempo)
tap-ups and ripples: travelling, 3/4 time, medium or fast tempo
speed tap-ups: very fast tempo
samba
syncopation
turning cramp rolls: 3/4 time
turns on diagonal
wings, such as:
doubles
split
travelling
improvisation
performing exercises with correct posture, alignment and technique with neat foot placement
keeping in time with the music
demonstrating a controlled looseness of ankle and knee joints
showing lightness in springing
coordinating arms and lower limb movements.
Safe dance practices relate to:
understanding the body’s capabilities and limitations, including:
alignment
flexibility (mobility)
strength (stability)
cardiorespiratory endurance
muscular endurance
warm-up and cool-down activities, such as:
gentle stretches
aerobic exercises
anaerobic exercises
breathing exercises
doing exercises and performing routines on flooring appropriate to genre and style of dance, such as:
sprung softwood
tarkett
sprung parquet
tongue and groove hardwood
resined for ballroom and Latin dance
non-slip for ballet
wood for tap and Spanish
correct execution of dance steps
appropriate clothing and footwear
nutrition and diet.
Aspects may include:
audience characteristics
costume requirements
length of performances
make-up
props
number of performances.
Basic make-up may include:
face make-up
body paint
theatre make-up.
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:
reproduce tap dance exercises and routines, within personal capabilities
perform two dances of differing tempos and time signatures that demonstrate a mastery of basic tap techniques
respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment
Assessment must ensure access to appropriate dance performance areas or spaces.
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
evaluation of performance of dance skills
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
review of candidate’s dance performances by peers and colleagues
analysis of dancer’s ability to convey intended meaning of dance routines
direct observation or video recording of dance performance.
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:
CUADAN201A Develop basic dance techniques
CUADAN202A Incorporate artistic expression into basic dance performances
CUAPRF01A Prepare self for performances.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
reproduce tap dance exercises and routines, within personal capabilities
perform two dances of differing tempos and time signatures that demonstrate a mastery of basic tap techniques
respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment
Assessment must ensure access to appropriate dance performance areas or spaces.
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
evaluation of performance of dance skills
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
review of candidate’s dance performances by peers and colleagues
analysis of dancer’s ability to convey intended meaning of dance routines
direct observation or video recording of dance performance.
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:
CUADAN201A Develop basic dance techniques
CUADAN202A Incorporate artistic expression into basic dance performances
CUAPRF01A Prepare self for performances.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WI038 | CUADAN207 | Perform basic tap technique | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D779 | CUA20111 | Certificate II in Dance | Qualification |