CUAMPF302A - Develop vocal techniques for use in performance
Assessor Resource
CUAMPF302A Develop vocal techniques for use in performance
Assessment tool
Version 1.0 Issue Date: May 2024
Singers and actors apply the skills and knowledge outlined in this unit to develop and maintain their vocal clarity and articulation in performances. Performances could be in commercial, community or open space settings and performers may be performing solo or as members of an ensemble.
At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.
This unit describes the performance outcomes, skills and knowledge required to develop vocal range, articulation, and resonance, and the effective use of vocal techniques and expression in voice and speech control in performance.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
This unit contains employability skills.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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:
apply knowledge of anatomy and physiology to vocal exercise routines
articulate non-verbal communication in relation to written or spoken text
correctly perform vocal exercises while employing appropriate posture and breathing techniques
improvise performance in an appropriate manner
follow safe vocal practices
respond appropriately to feedback and evaluation.
Context of and specific resources for assessment
Assessment must ensure access to:
performance texts and opportunities
appropriate venue with adequate space, acoustic qualities and safe flooring.
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 live or recorded performances
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of developing vocal techniques for performances
group discussion
journal work, including recording and evaluating the exercise methodology, and evaluating the performance
direct observation or video recording of candidate in rehearsals and performances.
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:
CUAMPF301A Employ music and singing in performance
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
communication skills to:
discuss aspects of developing vocal techniques for performance with relevant personnel
respond appropriately to feedback on own skill development and performance
initiative and enterprise skills to:
use imagery, visualisation and physical posture techniques to enhance the outcomes of the exercise program
interpret text to apply appropriate intonation of speech and voice
apply appropriate emotion and non-verbal communication in dramatic nuance to music and within the context of the music
listening skills to:
monitor and adjust intonation as required
use appropriate sound and tone production for instrument or voice
reproduce basic musical patterns
literacy skills to:
read and analyse various texts or scripts for performance
record performance observations and self-evaluations as required
learning skills to:
improve skills through practice
apply a range of vocal and speech exercise methodologies
express diction, poise and vocal registration in rehearsals and performances
demonstrate appropriate improvisational and impromptu responses during performances
self-management skills to:
arrive punctually at classes, rehearsals and performances
dress appropriately
follow procedures to minimise environmental impact of performance activities
develop a realistic and effective vocal exercise program
apply safe vocal practices
plan own practice time
technical and problem-solving skills to discriminate basic elements of pitch and rhythm
teamwork skills to work collaboratively with others involved in classes and performances.
Required knowledge
broad knowledge of:
OHS standards as they apply to music and singing in performance in a range of environments
relationship between body movement, music and voice
various non-verbal communication and body language concepts
issues and challenges that arise in the context of preparing for performances
principles of basic physiology and anatomy as they apply to the structure and functions of:
articulators
chest, mouth and face muscles
heart
lips
lungs
larynx
tongue
trachea
windpipe
resistance, strength, resonance, diction and articulation training techniques
gender issues in singing and speech, such as:
body shape
size
muscular construction
principles of vocal sound production, speech and singing
importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts
musical rhythms, including:
time signatures
beat
tempo
syncopation.
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.
Anatomy and physiology may include:
articulators
flexible front of the tongue
larynx
lips
lungs
middle or back of the tongue
root of the tongue
thoracic muscles
trachea and muscles
windpipe
vocal folds within the larynx.
Physical posture and stancemay relate to:
chest comfortably raised
feet slightly apart
flat abdomen
head facing straight ahead
hips rotated forward
knees bent
shoulders down and back
spine aligned.
Relevant personnel may include:
client
musical director
producer
performer
mentor
teacher
coach
tutor
conductor
agent
medical personnel
psychologist.
Factorsmay include:
breathiness
differences in individual size, such as:
body
features
vocal cords
gender
genetic disorders
lesions and growths
speech impediments
unhealthy behaviours, such as substance abuse.
Vocalwarm-up routines may include:
deep breathing exercises, especially for abdominal breathing
exercises to loosen mouth, such as:
tongue
lips
soft palate
exercises to loosen face muscles, such as:
cheek
eye
jaw
gentle open vowel singing
maintaining good throat hydration with gentle gargling
tongue twisters
whole body relaxation exercises, such as:
tai chi
yoga
vocalising exercises beginning in mid-range before extending to upper and lower registers.
OHS procedures may include:
air control, inside and outside facilities
wearing appropriate workwear
awareness of own health status before and during activity
awareness of repetitive movement, fatigue and prevention of injuries
commitment to regular exercise to protect the body from injury
gender-specific exercises to protect the body from injury
identifying hazards and assessing risks
lighting, heating and air-conditioning that meet regulations
maintaining sufficient hydration
identifying and addressing specific health implications, such as:
smoking
eating disorders
sufficient and effective warm-up and cool-down techniques
volume levels for self and others.
Vocal techniques may include:
application of different vocal timbres
breathing
emphasis
intonation
maintaining vocal range, such as:
upper register
middle register
lower register
pace
phrasing
pitch placement
resonance
rhythm
timing.
Exercises may include:
acquiring vocal techniques, such as:
legato
staccato
control of dynamics
rapid figurations
learning to comfortably sing wide intervals
appropriate physical posture
audibility, diction clarity, articulation and vocal placement
developing:
vocal strength
stamina
range
projection
flexibility developing breath control:
setting up control period (suspension)
controlled exhalation period (phonation)
recovery period
imagery or visualisation techniques to enhance performances
study of acoustic phonetics.
Resonators may include:
chest
tracheal tree
larynx
pharynx
oral cavity
nasal cavity
sinuses.
Dramatic text styles and performance circumstances may include:
formal debating
plays on a stage
plays or sketches in the round or outdoors
presentation of information to an audience
speech styles, such as:
accent
dialect
phonetics
text styles, such as:
comedy
plays
poetry
songs
speeches.
Protocols and cultural maintenance include:
rules of behaviour, which include governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies
following community protocols and rules of behaviour, including:
obtaining and sharing information and materials
visiting individuals and communities and requesting permission for activities
strategies may include:
non-verbal techniques, such as gestures
display of positive regard and respect
non-judgemental approaches
forming partnerships with cultural groups to achieve particular work goals
monitoring and reflecting on own actions to ensure cultural values are not imposed on others
protection and sustainability of:
natural and cultural integrity
stories
song lines
spiritual practices
artefacts
sites of significance
language
responsibilities and obligations to individuals, country and the community
authentic replication of approved:
cultural stories
music in the dance form for demonstration of culture outside the community environment
issues relating to protection and exploitation of cultural heritage material may include:
Indigenous communal rights
Indigenous cultural and intellectual property
laws relating to fraud and forgery
import and export of culturally significant objects
issues that may threaten beliefs and knowledge related to traditional land, sea-lore, law, family and ancestors.
Non-verbal communication principles may include:
body language
emotional vocal sounds, such as:
grunts
silence
space
time or timing
eye contact
facial expression
gestures and touch
physical posture
voice quality and speaking style.
Dramatic or emotive nuances may include:
physical posture and body language
gestures and touch
facial expression and eye contact
environment and objects, such as:
clothing
props
hairstyles
symbols or graphics
voice quality and speaking style
interpretation of emotion
vocal sounds, including:
grunts
silence
space
timing.
Feedback may refer to:
audience feedback
evaluation from teachers
360 degree feedback
mentor relationship
listening to own and others’ performances
observations of performances.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Apply understanding of basic anatomy and physiology to breath control, voice production and articulation for speech and singing
Apply correct physical posture and stance to enhance efficient breathing and voice production
Discuss with relevant personnel activities and factors that inhibit or damage voice, voice projection and singing
Perform relaxation and warm-up routines suitable for the voice in performance
Follow OHS procedures
Apply vocal techniques to show freeing and breathing exercises, and flexibility and control of articulation
Reinforce strengths of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range
Explore personal potential by practising intricate arrays of sound through speech and voice exercises
Express various sounds using a range of the body’s resonators in voice and speech exercise
Identify and implement methods for maintaining and developing vocal register and resonance
Interpret a variety of meanings and vocal expressions in a range of dramatic text styles and performance circumstances
Examine texts and determine where specific vocal characterisations and dramatic or emotive nuances are
Apply appropriate control of vocal techniques in a range of vocal expressions from a variety of dramatic text
Explore comic and dramatic qualities in a range of texts
Observe correct protocols and cultural maintenance where text or stories of cultural content are to be used in performance
Practise diction, timing, voice adaptation, dialects and accents through a variety of performance texts
Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound
Apply dramatic or emotive nuances when performing appropriate vocal expression of a character from text
Adapt use of voice, speech, body, emotions and dramatic licence appropriate to context of the text in a range of solo and ensemble performances
Use pitch, pace and pause skilfully and imaginatively
Apply range, inflection and tone to convey meaning
Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own vocal performance techniques
Forms
Assessment Cover Sheet
CUAMPF302A - Develop vocal techniques for use in performance
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Assessment Record Sheet
CUAMPF302A - Develop vocal techniques for use in performance
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Assessment task 1: [title] Result: Competent Not yet competent
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Overall assessment result: Competent Not yet competent