Assessor Resource

CUAPRF307A
Develop performance techniques

Assessment tool

Version 1.0
Issue Date: May 2024


People who want to pursue a career as performers in the entertainment, theatre and events industries apply the skills and knowledge outlined in this unit. They could be training to be actors, dancers, circus performers, musicians or vocalists.

From an early stage in their careers, performers need to develop skills associated with preparing themselves adequately to perform before audiences in contexts as varied as small and large entertainment venues, street festivals, corporate functions and community events.

The development of these skills is usually carried out in private practice, rehearsal and performance settings and under supervision and guidance.

This unit describes the performance outcomes, skills and knowledge required to physically and psychologically prepare for live performances.

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 strategies to overcome the effects of performance anxiety

use personal practice time and rehearsals to reach the standard required for performances

respond positively to constructive feedback on own performance

take account of personal health and safety considerations during practice sessions

communicate effectively with others involved in practice sessions or rehearsals

prepare personal presentation for performances as required.

Context of and specific resources for assessment

Assessment must ensure access to:

relevant resources and equipment

opportunities for rehearsals and performances in either a real or simulated situation.

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 rehearsals or live or recorded performances

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

analysis of candidate’s use of strategies and techniques for overcoming performance anxiety

case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of preparing self for performance

direct observation or video recording of candidate preparing for 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:

CUADAN301A Explore rhythm in the context of dance or movement technique

CUAMUP301A Prepare personal appearance for performances

CUAPRF304A Develop audition techniques.

Submission Requirements

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, teamwork and organisational skills to:

interpret performance piece during practice and rehearsals

respond appropriately to constructive feedback on own performance in rehearsals

work collaboratively with others involved in rehearsals and performances

initiative and enterprise skills to implement appropriate strategies to overcome performance anxiety

learning skills to prepare for live performance through practice, preparation and rehearsals

listening skills to:

maintain correct tempi in performance pieces as required

monitor and adjust performance in practice and rehearsals as required

literacy skills to interpret and clarify written or verbal instructions

self-management skills to:

demonstrate reliability in agreed work commitments

identify areas of weakness and plan practice accordingly

maintain an appropriate standard of personal presentation in a performance context

meet deadlines and prioritise tasks

practise and perform with due regard to personal health and safety considerations

set personal goals

technical and problem-solving skills to use a range of techniques in area of specialisation in rehearsals and performances.

Required knowledge

basic knowledge of:

appropriate strategies and psychological tools that can be used to overcome performance anxiety

stage production, including aspects of staging and the creation of dramatic effect

role of make-up and hairstyling in performance

theatre conventions

broad knowledge of:

issues and challenges that arise in the context of preparing for performances

OHS principles and legislation relevant to particular performance contexts, such as:

hearing protection

performance anxiety

policies and best practice

protection of body against overuse injury

safe lifting practices

principles and techniques in area of specialisation

repertoire relevant to the technique or area of specialisation.

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.

Performance requirements may include:

content

dress standards

ensemble pieces

length of the performance

private practice time

rehearsals

solos

time

venue.

Relevant personnel may include:

agent

client

coach

conductor

medical personnel

mentor

musical director

performers

producer

psychologist

representative of dance society

teacher

tutor.

Resources may include:

appropriate footwear

costumes

instruments

instrumental accessories

microphones

scores

sheet music

tapes

props

sound equipment.

Performers may refer to:

acrobats

actors

circus performers

dancers

musicians

orchestra

singers.

Methods to maintain physical and psychological condition may refer to:

maintaining a fitness regime

regular practice time

regular rehearsals

stretching and strengthening exercises.

Warm-up exercises 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

exercises to loosen mouth, such as:

tongue

lips

soft palate

exercises to loosen face muscles, such as:

cheek

eye

jaw

gentle open vowel singing

isolation and mobility of body parts

maintaining good throat hydration with gentle gargling

slow and relevant stretching

slow and deep breathing.

Aspects of personal presentation may include:

accessories

costume, including footwear

demeanour

hair

make-up, such as:

body paint

face make-up

theatre make-up

observance of cultural or historical background of the dance style

posture

way of moving.

Theatre conventions may refer to:

30 minute call for 35 minutes before curtain goes up

15 minute call for 20 minutes before curtain goes up

5 minute call for 10 minutes before curtain goes up

beginners call for 5 minutes before curtain goes up.

Strategies to overcome performance anxiety may include:

adequate rehearsal

focusing on a single element or action at a time

relaxation techniques, such as:

meditation

imagery or conscious visualisation

affirmations

stretching

deep breathing

light aerobic exercises

maintaining a work-life balance

mental rehearsal

warm-up routines.

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
Discuss performance requirements with relevant personnel 
Confirm own role and level of responsibility in relation to performances 
Obtain necessary resources in a timely fashion within own level of responsibility 
Maintain personal practice to achieve the required standard for rehearsals and performances 
Develop technical facility and address performance issues and weaknesses during private practice sessions 
Participate in rehearsals as required and adjust performance techniques in response to feedback from others 
Consult with relevant personnel and develop an interpretation of performance pieces 
Critically analyse own performance and performance of others to inform own work 
Respond to other performers and adjust own performance in ensemble as required 
Observe OHS principles in private practice and in performances 
Assess and monitor body to realise its own potential and limitations and maximise performance 
Avoid danger of injury both to self and others through controlled use of body to maximise performance 
Note possible stresses and strains of activity on specific parts of the body and take suitable preventative measures to minimise them 
Where damage is done or suspected, seek advice promptly from appropriate sources and take recommended remedial action 
Use appropriate methods to maintain physical and psychological condition for performances 
Undertake appropriate mental preparation and physical warm-up exercises to ensure readiness for performance 
Ensure that personal presentation is appropriate to performance contexts 
Respond effectively to theatre conventions 
Implement a range of strategies to overcome performance anxiety 
Maintain concentration and focus throughout performances 
Follow the lead of other performers as required 
Respond flexibly and effectively to contingencies as required to maintain integrity of performances 
Seek feedback on own performance from relevant personnel and incorporate into strategies for continuously improving own technique 

Forms

Assessment Cover Sheet

CUAPRF307A - Develop performance techniques
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

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Assessor name:

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Assessment Record Sheet

CUAPRF307A - Develop performance techniques

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

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Date:

Student signature:

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