Assessor Resource

CUAVOS302
Develop vocal techniques for use in performance

Assessment tool

Version 1.0
Issue Date: March 2024


This unit describes the performance outcomes, skills and knowledge required by singers and actors to control their voice and maintain vocal clarity, articulation and expression in performances, which could be in commercial, community or open space settings. Performers could 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.

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. Follow safe voice practices

1.1 Apply understanding of basic anatomy and physiology to breath control, voice production and articulation for speech and singing

1.2 Demonstrate correct physical posture and stance to enhance efficient breathing and voice production

1.3 Discuss with relevant personnel activities and factors that inhibit or damage voice, voice projection and singing

1.4 Perform relaxation and warm-up routines suitable for the voice in performance

2. Practise technical control and vocal range

2.1 Apply vocal techniques to show freeing and breathing exercises, and flexibility and control of articulation

2.2 Reinforce strengths of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range

2.3 Extend personal potential by practising intricate arrays of sound through speech and voice exercises

2.4 Express different sounds using a range of the body’s resonators in voice and speech exercises

2.5 Implement methods for maintaining and developing vocal register and resonance

3. Practise vocal expression required for a range of text types

3.1 Interpret a variety of meanings and vocal expressions in a range of dramatic text styles and performance circumstances

3.2 Locate vocal characterisations and dramatic or emotive nuances in texts

3.3 Apply appropriate control of vocal techniques in a range of vocal expressions from a variety of dramatic texts

3.4 Extend comic and dramatic qualities in a range of texts

3.5 Practise diction, timing, voice adaptation, dialects and accents through a variety of performance texts

3.6 Observe correct protocols and cultural maintenance where text or stories with cultural content are to be used in performances

4. Apply dramatic vocal techniques in a range of performance circumstances

4.1 Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound

4.2 Apply dramatic or emotive nuances when performing vocal expression of characters from texts

4.3 Adapt use of voice, speech, body, emotions and dramatic licence appropriate to context of texts in solo and ensemble performances

4.4 Use pitch, pace and pause skilfully and imaginatively

4.5 Apply range, inflection and tone to convey meaning

4.6 Produce improvisation responses during performances

4.7 Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own vocal performance techniques

Evidence of the ability to:

incorporate anatomy and physiology into vocal exercise routines

demonstrate non-verbal communication techniques in relation to written or spoken text

correctly perform vocal exercises using appropriate posture and breathing techniques

improvise performance in an appropriate manner

follow safe vocal practices

respond appropriately to feedback and evaluation.

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:

demonstrate knowledge of:

work health and safety (WHS) standards as they apply to performing in a range of environments

relationship between body movement and voice

non-verbal communication and body language concepts

training techniques for resistance, strength, resonance, diction and articulation

describe issues and challenges that arise when preparing for performances and suggest solutions to address them

explain how the following components of human physiology and anatomy function in relation to producing sound:

articulators

chest, mouth and face muscles

heart

lips

lungs

larynx

tongue

trachea

windpipe

describe how the following gender issues affect voice and speech:

body shape

size

muscular construction

describe how food choices affect the wellbeing of performers.

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:

performance texts and opportunities

a venue with adequate space, acoustic qualities and safe flooring.

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. Follow safe voice practices

1.1 Apply understanding of basic anatomy and physiology to breath control, voice production and articulation for speech and singing

1.2 Demonstrate correct physical posture and stance to enhance efficient breathing and voice production

1.3 Discuss with relevant personnel activities and factors that inhibit or damage voice, voice projection and singing

1.4 Perform relaxation and warm-up routines suitable for the voice in performance

2. Practise technical control and vocal range

2.1 Apply vocal techniques to show freeing and breathing exercises, and flexibility and control of articulation

2.2 Reinforce strengths of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range

2.3 Extend personal potential by practising intricate arrays of sound through speech and voice exercises

2.4 Express different sounds using a range of the body’s resonators in voice and speech exercises

2.5 Implement methods for maintaining and developing vocal register and resonance

3. Practise vocal expression required for a range of text types

3.1 Interpret a variety of meanings and vocal expressions in a range of dramatic text styles and performance circumstances

3.2 Locate vocal characterisations and dramatic or emotive nuances in texts

3.3 Apply appropriate control of vocal techniques in a range of vocal expressions from a variety of dramatic texts

3.4 Extend comic and dramatic qualities in a range of texts

3.5 Practise diction, timing, voice adaptation, dialects and accents through a variety of performance texts

3.6 Observe correct protocols and cultural maintenance where text or stories with cultural content are to be used in performances

4. Apply dramatic vocal techniques in a range of performance circumstances

4.1 Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound

4.2 Apply dramatic or emotive nuances when performing vocal expression of characters from texts

4.3 Adapt use of voice, speech, body, emotions and dramatic licence appropriate to context of texts in solo and ensemble performances

4.4 Use pitch, pace and pause skilfully and imaginatively

4.5 Apply range, inflection and tone to convey meaning

4.6 Produce improvisation responses during performances

4.7 Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own vocal performance techniques

Evidence of the ability to:

incorporate anatomy and physiology into vocal exercise routines

demonstrate non-verbal communication techniques in relation to written or spoken text

correctly perform vocal exercises using appropriate posture and breathing techniques

improvise performance in an appropriate manner

follow safe vocal practices

respond appropriately to feedback and evaluation.

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:

demonstrate knowledge of:

work health and safety (WHS) standards as they apply to performing in a range of environments

relationship between body movement and voice

non-verbal communication and body language concepts

training techniques for resistance, strength, resonance, diction and articulation

describe issues and challenges that arise when preparing for performances and suggest solutions to address them

explain how the following components of human physiology and anatomy function in relation to producing sound:

articulators

chest, mouth and face muscles

heart

lips

lungs

larynx

tongue

trachea

windpipe

describe how the following gender issues affect voice and speech:

body shape

size

muscular construction

describe how food choices affect the wellbeing of performers.

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:

performance texts and opportunities

a venue with adequate space, acoustic qualities and safe flooring.

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
Apply understanding of basic anatomy and physiology to breath control, voice production and articulation for speech and singing 
Demonstrate 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 
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 
Extend personal potential by practising intricate arrays of sound through speech and voice exercises 
Express different sounds using a range of the body’s resonators in voice and speech exercises 
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 
Locate vocal characterisations and dramatic or emotive nuances in texts 
Apply appropriate control of vocal techniques in a range of vocal expressions from a variety of dramatic texts 
Extend comic and dramatic qualities in a range of texts 
Practise diction, timing, voice adaptation, dialects and accents through a variety of performance texts 
Observe correct protocols and cultural maintenance where text or stories with cultural content are to be used in performances 
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 vocal expression of characters from texts 
Adapt use of voice, speech, body, emotions and dramatic licence appropriate to context of texts in solo and ensemble performances 
Use pitch, pace and pause skilfully and imaginatively 
Apply range, inflection and tone to convey meaning 
Produce improvisation responses during performances 
Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own vocal performance techniques 

Forms

Assessment Cover Sheet

CUAVOS302 - Develop vocal techniques for use 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

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Assessment Record Sheet

CUAVOS302 - Develop vocal techniques for use 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: