Assessor Resource

CUAPRF406A
Use technique in performance

Assessment tool

Version 1.0
Issue Date: May 2024


The skills and knowledge outlined in this unit apply to performers, such as singers, actors, dancers, circus performers and comedians.

Performances could be in commercial, competition or community settings and performers would usually be working in ensembles, partnerships or 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 sense of responsibility for self and others are expected in live performance situations.

This unit describes the performance outcomes, skills and knowledge required to perform a simple sequence or piece for an audience. Techniques employed include acting, singing, dancing, movement, mime, acrobatics and improvisation.

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:

respond appropriately to contingencies and performance context

demonstrate appropriate performance skills

demonstrate refinement of technique during performances

provide critical analyses of own and others’ performances

work collaboratively with production teams and other performers.

Context of and specific resources for assessment

Assessment must ensure:

opportunities for full performance with production team and other performers

well-equipped stage or performance area for adequate rehearsals.

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

observation of candidate contributing to discussions about own performance and that of others

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

discussion of issues and challenges that arise in the context of performing

review of participant’s work performance during performance

direct observation or video recording of candidate during 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:

CUAPRF402A Develop conceptual and expressive skills as a performer

CUAPRF405A Rehearse technique for performance.

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:

analyse plays and scripts or other source materials

present confidently in performance

respond appropriately to constructive feedback on own performance

respond appropriately to directions during performances

work constructively with a diverse range of people

initiative and enterprise skills to:

adapt own performance in response to direction

respond appropriately to an audience

respond appropriately to the unexpected during performances

work effectively under pressure in front of an audience

learning skills to improve live performance skills and expression through practice

listening skills to monitor and adjust performance as required

self-management and planning skills to:

identify areas of weakness and plan practice accordingly

maintain an appropriate standard of personal presentation for performances

plan practice and warm-up time

technical skills to use a range of techniques in area of specialisation.

Required knowledge

broad knowledge of:

OHS issues relevant to performance contexts, such as:

emergency procedures

hearing protection

strategies to overcome performance anxiety

protection of body against overuse injury

safe lifting procedures

copyright, moral rights and intellectual property issues

well-developed knowledge of:

audience and performer relationship

issues and challenges that arise in the context of performing

performance vocabulary and terminology

principles and techniques in area of specialisation

repertoire relevant to the performance or production

role of experimentation in developing performance techniques

performance environment

physical properties and capabilities of materials and equipment used in performance

role of an adequate rehearsal process leading to production.

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 techniques may include:

acrobatics

acting

circus skills

clowning

dance

improvisation

mask

mime

movement

physical theatre

puppetry and object manipulation

voice.

Members of the performance team may include:

artistic director

choreographer

costume designer

designer

lighting designer or operator

make-up artist

performer

production manager

props master

set designer and builder

sound designer and operator

stage manager

staging personnel.

Warm-up may include:

body conditioning and strength development

breathing techniques

contraction and release

coordination improvement and enhancement

musculoskeletal exercises

psycho-emotional exercises

slow and relevant stretching

strength development, flexibility and isometric control

vocal exercises.

Equipment and materials may include:

costumes

furniture

mirrors

musical instruments

props

safety equipment

scenery

springboards

trapezes.

Techniques may include:

adequate rehearsal time

focusing exercises

meditation techniques

relaxation techniques

warm-up routines.

Context of the performance may relate to:

accidents

disruption to performance

illness

injury

nature of the audience

nature of the venue

noise

other performers

unforeseen contingencies

weather.

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
Ensure that performance techniques are sufficiently well-rehearsed to project clarity and confidence 
Consult with members of the performance team to identify specific issues requiring attention 
Conduct warm-up with ensemble 
Confirm that necessary equipment and materials required for the performance are available and functioning reliably 
Use techniques for overcoming performance anxiety to ensure effective performance 
Adjust performance to the scale and nature of venue 
Maintain concentration and focus throughout performance 
Communicate the interpretive requirements of other performers as required 
Perform in a style appropriate to the context of the performance 
Respond flexibly and effectively to contingencies as required to maintain integrity of performances 
Review performance in association with other performers and identify factors for future improvement 
Measure performance against previous work to assess own technical and artistic development 
Respond positively to analyses of own performance and adjust as required 

Forms

Assessment Cover Sheet

CUAPRF406A - Use technique in performance
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

CUAPRF406A - Use technique in performance

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: