Assessor Resource

CUAPRF402
Develop conceptual and expressive skills as a performer

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the performance outcomes, skills and knowledge required to develop the conceptual and expressive skills that enable performers such as singers, actors, dancers, circus performers and comedians to create their own distinctive style. Performances could be in commercial, competition or community settings and performers would be working in ensembles, partnerships or performing solo.

At this level performers are refining their techniques through practice, and while some supervision and guidance may be present in practice, a high level of motivation and responsibility for themselves and others are expected in live performances.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Practise artistic, conceptual and expressive skills

1.1 Develop performance technique and apply knowledge gained to inform own artistic, conceptual and expressive skills

1.2 Identify and use a range of opportunities to explore, develop and express artistic and creative ideas

1.3 Apply kinaesthetic awareness to practice and performances

1.4 Participate in performance events or master classes to stimulate and develop artistic practice

2. Develop own creative voice

2.1 Experiment with new ideas to develop own expressive skills as a performer

2.2 Experiment with developing new interpretations of performance where appropriate

2.3 Identify and use technology where appropriate to express originality and expand own creative practice

3. Evaluate own conceptual and expressive skills

3.1 Analyse and evaluate performance elements, styles and techniques

3.2 Continuously evaluate own work to expand technical, creative and expressive range

3.3 Develop appropriate methods of recording own evaluations

3.4 Use feedback to identify and develop ways to improve conceptual and expressive performance skills

Evidence of the ability to:

discuss and evaluate opportunities to inform and develop technical, conceptual and expressive skills

develop own voice through exploring and experimenting with new ideas in making or interpreting performances

demonstrate proficiency in performance work in selected area of specialisation

apply accurate and innovative interpretation and expression to performances.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

in relation to chosen performance genre, demonstrate knowledge of:

major theorists or exponents of the genre

key historical, theoretical and cultural perspectives and conventions

features of naturalistic and non-naturalistic performance styles

describe how the following apply to performers:

copyright, moral rights and intellectual property issues

breath and techniques for the release of tension

body alignment

kinaesthetic awareness

the effect vocal techniques and characteristics have on audiences.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

materials, resources and equipment relevant to selected performance genre

performance opportunities and venues, such as studios, theatre spaces and outdoor settings.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

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.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Practise artistic, conceptual and expressive skills

1.1 Develop performance technique and apply knowledge gained to inform own artistic, conceptual and expressive skills

1.2 Identify and use a range of opportunities to explore, develop and express artistic and creative ideas

1.3 Apply kinaesthetic awareness to practice and performances

1.4 Participate in performance events or master classes to stimulate and develop artistic practice

2. Develop own creative voice

2.1 Experiment with new ideas to develop own expressive skills as a performer

2.2 Experiment with developing new interpretations of performance where appropriate

2.3 Identify and use technology where appropriate to express originality and expand own creative practice

3. Evaluate own conceptual and expressive skills

3.1 Analyse and evaluate performance elements, styles and techniques

3.2 Continuously evaluate own work to expand technical, creative and expressive range

3.3 Develop appropriate methods of recording own evaluations

3.4 Use feedback to identify and develop ways to improve conceptual and expressive performance skills

Evidence of the ability to:

discuss and evaluate opportunities to inform and develop technical, conceptual and expressive skills

develop own voice through exploring and experimenting with new ideas in making or interpreting performances

demonstrate proficiency in performance work in selected area of specialisation

apply accurate and innovative interpretation and expression to performances.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

in relation to chosen performance genre, demonstrate knowledge of:

major theorists or exponents of the genre

key historical, theoretical and cultural perspectives and conventions

features of naturalistic and non-naturalistic performance styles

describe how the following apply to performers:

copyright, moral rights and intellectual property issues

breath and techniques for the release of tension

body alignment

kinaesthetic awareness

the effect vocal techniques and characteristics have on audiences.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

materials, resources and equipment relevant to selected performance genre

performance opportunities and venues, such as studios, theatre spaces and outdoor settings.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
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
Develop performance technique and apply knowledge gained to inform own artistic, conceptual and expressive skills 
Identify and use a range of opportunities to explore, develop and express artistic and creative ideas 
Apply kinaesthetic awareness to practice and performances 
Participate in performance events or master classes to stimulate and develop artistic practice 
Experiment with new ideas to develop own expressive skills as a performer 
Experiment with developing new interpretations of performance where appropriate 
Identify and use technology where appropriate to express originality and expand own creative practice 
Analyse and evaluate performance elements, styles and techniques 
Continuously evaluate own work to expand technical, creative and expressive range 
Develop appropriate methods of recording own evaluations 
Use feedback to identify and develop ways to improve conceptual and expressive performance skills 

Forms

Assessment Cover Sheet

CUAPRF402 - Develop conceptual and expressive skills as a performer
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

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUAPRF402 - Develop conceptual and expressive skills as a performer

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

Assessor name:

Signature:

Date:

Student signature:

Date: