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5134.2 – Dance teachers
Dance teachers teach dance technique and artistic interpretation.
Profile
Example titles Help
- Ballet teacher
- Ballroom dancing teacher
- Dance instructor
Main characteristics Help
- General learning ability to understand, interpret and apply the principles of body movements, dance forms and production techniques to teach dance
- Spatial perception to demonstrate dance movements and steps according to aesthetic principles
- Motor co-ordination to demonstrate body, hand and foot movements to musical accompaniment
- Directive interest in instructing dance technique to amateur and professional individuals and groups; and in teaching the techniques, cultural origins and symbolic meanings of native, ethnic and folkloric dances
- Methodical interest in preparing dance students for specific auditions and performances, and in teaching recreational dancing lessons such as ballroom dancing
- Innovative interest in synthesizing information to conceive artistic interpretation, and to determine the interests and physical abilities of students in order to plan suitable dance programs
Aptitudes Help
One of five levels assigned for each factor, with levels representing normal curve distribution of the labour force:
- G
- General learning ability
- V
- Verbal ability
- N
- Numerical ability
- S
- Spatial perception
- P
- Form perception
- Q
- Clerical perception
- K
- Motor co-ordination
- F
- Finger dexterity
- M
- Manual dexterity
- The highest 10% of the working population
- Upper third, exclusive of the highest 10%
- Middle third of the working population
- Lowest third, exclusive of the lowest 10%
- Lowest 10% of the working population
An individual's overall capacity to learn the skills needed to perform job duties is based on his or her specific aptitudes for acquiring information and transforming it into action.
General learning ability G-2
Ability to 'catch on' or understand instructions and underlying principles; to reason and make judgments.
Verbal ability V-3
Ability to understand the meaning of words and the ideas associated with them, and to use them effectively; to comprehend language, to understand relationships between words and to understand the meaning of whole sentences and paragraphs; to present information or ideas clearly.
Numerical ability N-4
Ability to carry out arithmetical processes quickly and accurately.
Spatial perception S-2
Ability to think visually about geometric forms and comprehend the two dimensional representation of three dimensional objects; to recognize the relationships resulting from the movement of objects in space. May be used in such tasks as blueprint reading and in solving geometry problems. Frequently described as the ability to 'visualize' objects of two or three dimensions.
Form perception P-3
Ability to perceive pertinent detail in objects and in pictorial and graphic material; to make visual comparisons and discriminations and to see slight differences in shapes and shadings of figures and widths and lengths of lines.
Clerical perception Q-4
Ability to perceive pertinent detail in verbal or tabular material; to observe differences in copy, to proofread words and numbers, and to avoid perceptual errors in arithmetical computation.
Motor co-ordination K-2
Ability to co-ordinate eyes, hands and fingers rapidly and accurately when required to respond with precise movements.
Finger dexterity F-3
Ability to move the fingers and manipulate small objects with the fingers rapidly and/or accurately.
Manual dexterity M-3
Ability to move the hands easily and skillfully; to work with the hands in placing and turning motions.
Interests Help
Three of five descriptive factors, assigned in order of predominance and lower case rating indicating weaker representation:
- D
- Directive
- I
- Innovative
- M
- Methodical
- O
- Objective
- S
- Social
Directive D
Directive persons like to take charge and control situations. They like to take responsibility for projects that require planning, decision making and co-ordinating the work of others. They are able to give direction and instructions easily. They enjoy organizing their own activities. They see themselves as independent and self-directing.
Methodical M
Methodical persons like to have clear rules and organized methods to guide their activities. They prefer working under the direction or supervision of others according to given instructions, or to be guided by established policies and procedures. Methodical persons like to work on one thing until it is completed. They enjoy following a set routine and prefer work that is free from the unexpected.
Innovative i
Innovative persons like to explore things in depth and arrive at solutions to problems by experimenting. They are interested in initiating and creating different ways to solve questions and present information. They enjoy scientific subjects. Innovative persons prefer to be challenged with new and unexpected experiences. They adjust to change easily.
Data, people, and things Help
Data
- 0
- Synthesizing
- 1
- Co-ordinating
- 2
- Analyzing
- 3
- Compiling
- 4
- Computing
- 5
- Copying
- 6
- Comparing
- 7
- N/A
- 8
- Not Significant
People
- 0
- Mentoring
- 1
- Negotiating
- 2
- Instructing - Consulting
- 3
- Supervising
- 4
- Diverting
- 5
- Persuading
- 6
- Speaking - Signaling
- 7
- Serving - Assisting
- 8
- Not significant
Things
- 0
- Setting up
- 1
- Precision working
- 2
- Controlling
- 3
- Driving - Operating
- 4
- Operating - Manipulating
- 5
- Tending
- 6
- Feeding - Offbearing
- 7
- Handling
- 8
- Not significant
Data Synthesizing 0
Integrating analyses of data to discover facts and/or develop knowledge, concepts and interpretations.
People Instructing 2
Teaching subject matter to others, giving advice or training others (including animals) through explanation, demonstration and supervised practice; making recommendations on the basis of subject matter expertise.
Things Not significant 8
Not significant
Physical activities Help
V - Vision
- 1
- Close visual acuity
- 2
- Near vision
- 3
- Near and far vision
- 4
- Total visual field
H - Hearing
- 1
- Limited
- 2
- Verbal interaction
- 3
- Other sound discrimination
L - Limb co-ordination
- 0
- Not relevant
- 1
- Upper limb co-ordination
- 2
- Multiple limb co-ordination
C - Colour discrimination
- 0
- Not relevant
- 1
- Relevant
B - Body position
- 1
- Sitting
- 2
- Standing and/or walking
- 3
- Sitting, standing, walking
- 4
- Other body positions
S - Strength
- 1
- Limited
- 2
- Light
- 3
- Medium
- 4
- Heavy
Vision Vision V-3
The use of sight in the work performed. The levels are organized in terms of the visual field involved in the performance of the work.
3 - Near and far vision
Some work activities involve the monitoring of processes, objects or situations in the work environment that are far from the worker. Other work activities involve Near vision (2).
Examples:
- installing shingles/tiles on roofs
- conducting surveys to establish legal property boundaries
- developing trading strategies by monitoring market conditions from the exchange floor
Colour discrimination Colour discrimination C-0
The use of colour descrimination to identify, distinguish and match colours and different shades of the same colours.
0 - Not relevant
Colour discrimination is not relevant in the performance of the work.
Examples:
- cleaning windows
- providing information over the telephone
- interviewing, hiring and overseeing staff training
- translating documents
Hearing Hearing H-3
The use of hearing in the work performed. The levels are organized in terms of the type of auditory discrimination involved in the performance of the work.
3 - Other sound discrimination
Work activities involve the identification, assessment and/or production of sound. Verbal interaction (2) is included in this level.
Examples:
- leading bands, orchestras and choirs during musical rehearsals and performances
- administering audiometric tests to diagnose the degree of hearing impairment
- testing automotive systems and components using testing devices to isolate faults
- commanding fishing vessels by operating navigational instruments
Body position Body position B-4
Primary type of posture or body movement involved in performing the work. These postures or body movements range from simple to complex and from sedentary to mobile.
4 - Other body positions
Work activities involve body postures other than, or in addition to, Sitting (1) and Standing and/or walking (2) such as bending, stooping, kneeling and crouching
Examples:
- performing labouring duties in warehouses
- measuring, cutting and installing carpeting
- adjusting, repairing or replacing parts and components of automotive systems
- treating patients' disorders of the spine and body through corrective manipulation
Limb co-ordination Limb co-ordination L-2
The use of limbs in performing work.
2 - Multiple limb co-ordination
Work activities are carried out by co-ordinating the movements of upper limb(s) simultaneously with lower limb(s).
Examples:
- digging ditches using shovels
- operating and driving automobiles, vans and trucks
- climbing and working aloft on poles, ladders or other support structures
- performing in figure skating competitions
Strength Strength S-2
The use of strength in the handling of loads such as pulling, pushing, lifting and/or moving objects during the work performed.
2 - Light
Work activities involve handling loads of 5 kg but less than 10 kg.
Examples:
- repairing soles, heels and other parts of footwear
- filing materials in drawers, cabinets and storage boxes
- preparing and cooking meals
- repairing paintings and artifacts
Environmental conditions Help
Location
- L1
- Regulated inside climate
- L2
- Unregulated inside climate
- L3
- Outside
- L4
- In a vehicle or cab
Hazards
- H1
- Dangerous chemical substances
- H2
- Biological agents
- H3
- Equipment, machinery, tools
- H4
- Electricity
- H5
- Radiation
- H6
- Flying particles, falling objects
- H7
- Fire, steam, hot surfaces
- H8
- Dangerous locations
Discomforts
- D1
- Noise
- D2
- Vibration
- D3
- Odours
- D4
- Non-toxic dusts
- D5
- Wetness
Location Regulated inside climate L1
The work performed is carried out indoors in a regulated environment, indoors in an unregulated environment, outdoors or in a vehicle. In many occupations, the Main Duties may be performed in more than one location. Therefore, a group may have more than one Location code, for example:
- firefighting and fire prevention duties
- maintenance of interior/exterior of buildings
- managing operations and paperwork of farms
L1 - Regulated inside climate
A normal controlled environment such as an office, hospital or school.
Employment requirements Help
Education/training Help
- 1
- No formal education or training requirements
- 2
- Some high school education and/or on the job training or experience
- 3
- High school
- 4
- Course work, training, workshops and/or experience related to the occupation
- 5
- Apprenticeship, specialized training, vocational school training
- 6
- College, technical school (certificate, diploma)
- 7
- Undergraduate degree
- 8
- Post-graduate or professional degree
- +
- Additional requirement beyond education and training
- R
- Regulated requirement(s)
- A university degree or college diploma in dance
or
Graduation from a private dance school or academy may be required. - Talent and ability, as demonstrated during an audition, are important hiring criteria.
- Dance teachers usually require experience as dancers.
- Membership in a guild or union related to the occupation or type of performance may be required.
Workplaces/employers Help
- Dance academies
- Dance schools
Exclusions Help
Remarks Help
- Dance teachers may specialize in specific types of dance such as ballet, ballroom, folk, jazz or modern.
Breakdown summary
- Broad occupational category
- 5 – Occupations in art, culture, recreation and sport
- Skill level
- A – Occupations usually require university education
- Minor group
- 51 – Professional occupations in art and culture
- Minor group
- 513 – Creative and performing artists
- Unit group
- 5134 – Dancers
- Version
- NOC 2016 Version 1.3