This unit applies to singers, dancers and actors who require a sophisticated level of musical theatre skills. Performances could be in commercial or community settings and performers would usually be performing as members of an ensemble, or in cabaret settings that could involve a large component of solo routines.
While some supervision and guidance are provided in practice sessions and rehearsals, performers are expected to be self-directed and display a high level of motivation and sense of responsibility for themselves and others.
This unit describes the performance outcomes, skills and knowledge required to refine the combination of techniques employed in musical theatre performances, namely dance, acting and singing.
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:
maintain an effective physical conditioning program
explore and practise a range of singing and vocal techniques for musical theatre performance
in a learning environment, successfully perform a musical theatre role by integrating singing, dancing and acting techniques
maintain own expertise in musical theatre performance skills.
Context of and specific resources for assessment
Assessment must ensure access to:
rehearsal and performance spaces with appropriate flooring
relevant resources and equipment.
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 and 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 refining musical theatre performance skills
direct observation or video recording of the candidate rehearsing and performing complex musical theatre scenes and routines.
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:
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 interpretive requirements with other performers
discuss ideas with others to inform development of own technique
discuss musical theatre performance skills with relevant personnel
respond appropriately to feedback on own skill development
initiative and enterprise skills to:
perform with confidence, style and strong stage presence
communicate the mood or style of performance pieces
use props confidently and effectively
respond to other performers and adjust own performance accordingly
learning skills to:
refine musical theatre performance skills by exploring and evaluating a range of advanced approaches to integrating performance techniques
explore and practise dancing, singing and acting skills
listening skills to sing in harmony and unison with other singers or performers
planning and organising skills to plan practice time
problem-solving skills to respond flexibly and effectively to contingencies
self-management skills to:
arrive punctually at classes and practice sessions
dress appropriately
follow direction
teamwork skills to work collaboratively with others involved in classes and practice sessions.
Required knowledge
general knowledge of:
history and distinguishing characteristics of musical theatre
influential performance theorists, choreographers or musical theatre directors
OHS standards and requirements associated with performance
well-developed knowledge of:
principles underlying body movements and techniques, such as:
relationship with gravity
spatial awareness
successional movement
use of breath
folding
extending
rotating
shifting weight
principles underlying vocal techniques in a musical theatre performance context
characterisation, including moral, social, physical and psychological
stage geography and directions
musical rhythms, including:
time signatures
beat
tempo
syncopation
key components of voice, its effect on the audience and vocal process
kinaesthetic awareness
effective acting, singing and dancing techniques
acting, singing and movement terminology
relationship between acting, singing, dancing and movement
relationship between performers and audiences
stylistic nuances and dramatic elements associated with various performance styles
performance environment.
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.
Relevant personnel may include:
choreographers
voice or acting coaches
colleagues
directors
family members
medical practitioners
mentors
musical directors
nutrition experts
performers
representatives of dance societies
teachers.
Risk factors may relate to:
body image and eating disorders
consistency of a physical fitness regime
expectations of others
gender-appropriate performance techniques
gender issues
poor nutrition
incorrectly fitting footwear
injury-prevention strategies
insufficient hydration
own ambition.
Warm-up and cool-down procedures may include:
aerobic activities
anaerobic exercises
body conditioning and strength development
breathing techniques
coordinated breathing activities
flexibility exercises
floor work
isolation and mobility of body parts
joint-mobility exercises
stretching.
Vocal warm-up proceduresmay 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.
Listening skillsmay include:
active listening to others, including accompanist
emulating sound
singing in unison
identifying harmonies
identifying notes, chords and keys.
Correct posturemay refer to:
chest comfortably raised
feet slightly apart
flat abdomen
head facing straight ahead
hips rotated forward
knees bent
shoulders down and back
spine aligned.
Exercises may include:
articulation exercises
humming
breathing
vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Requirements of songs may include:
dynamics
pitch
genre
melody
tempo
solo, duet or chorus.
Singing stylesmay include:
a cappella
operetta
jazz
cabaret
vaudeville
rock opera
traditional musical theatre
avant garde.
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.
Dynamics of the human voice may include:
range
sound
tone
accent
release of the jaw
floor of the breath
floor of the sound.
Techniquesmay include:
breathe
support
phrasing
pronunciation
accent.
Characters’ actions refer to:
actions characters initiate in order to reach their objective, such as:
expressive relationship with the accompanying music
interpretation of music and rhythm
non-verbal communication techniques, such as:
grunts
humming
body language
touch.
Performancesmay be:
in a learning environment
in rehearsals
live before an audience.
Cues may be:
dialogue
lyrics
beginning or ending of musical phrases
visual.
Constructive criticism may include:
feedback from tutors, mentors and coaches
feedback from peers
self-evaluation
video documentary.
Professional work ethicmay refer to:
attentive behaviour in creative practice
awareness of:
substance abuse
addictive behaviours
expectations of others
eating disorders
effective management of personal finances
balanced diet
energy levels and personal limitations
stage and theatre etiquette
developing strategies to:
cope with performance anxiety
maintain motivation
effective personal hygiene habits, such as:
clean and short nails
clean and tied-up hair
clean hands
ongoing dedication to a physical conditioning exercise program
maintaining concentration, focus and physical alertness in performance activities
maintaining costumes and other apparel
maintaining a work-life balance
punctuality and reliability
working creatively with individual differences.
Injury-prevention techniques may include:
warming up and cooling down before and after class and performance
wearing appropriate clothing and footwear
applying intent and focus while dancing
not overstretching
wearing appropriate bandaging and bracing where appropriate to support body
appropriate diet and rest
using appropriate equipment, such as barre, mirror and sprung floors
drinking plenty of water
good vocal technique
not smoking
allowing no vocal strain
avoiding stress.
Feedbackmay include:
director’s notes
audience feedback
discussion with other performers
observations from peers.
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
Consult with relevant personnel and identify a range of techniques to improve stamina, strength and flexibility
Set realistic physical conditioning goals aimed at improving musical theatre techniques
Identify risk factors that may inhibit the achievement of goals and seek professional advice as required
Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program
Perform warm-up and cool-down procedures in conjunction with dance or movement activities
Perform vocal warm-up procedures in conjunction with vocal activities
Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance and movement techniques
Develop listening skills to produce and reproduce sound
Apply correct posture and breathing techniques to facilitate free and flexible singing
Ensure maximum vocal range through practising relevant exercises
Interpret the requirements of songs to be performed
Practise a range of musical theatre singing styles and genres using relevant vocal techniques
Practise harmonising and singing in unison with other singers
Ensure phrasing is appropriate to the music
Identify dynamics of the human voice and apply to develop own unique voice as well as that of the character role
Explore techniques to perform dialogue, sung dialogue and dialogue as underscored
Explore ways to advance and extend improvisations into a number of different stories
Identify characters’ actions and intent and follow through in performance
Apply techniques to develop strong, flexible and safe movements
Experiment with various acting styles and methods as appropriate
Apply advanced critical skills to inform own technique
Apply principles and characteristics of various musical theatre performance techniques
Integrate acting, singing and dancing or movement effectively to create a strong performance
Ensure balance in dynamics, style and musical expression with other singers is maintained throughout performances
Respond promptly to cues and synchronise entries and exits with other performers
Work towards controlling concentration and focus throughout performances
Effectively communicate interpretive requirements of other performers as required
Receive and integrate constructive criticism into performance
Apply professional work ethic to practice and performance activities
Incorporate injury-prevention techniques into vocal, dance and movement activities
Analyse and evaluate feedback and criticism and develop strategies for possible adjustments to future work
Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique
Forms
Assessment Cover Sheet
CUAPRF504A - Refine musical theatre 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
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CUAPRF504A - Refine musical theatre 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