Assessor Resource

CUSMPF602A
Manage stagecraft aspects of performances

Assessment tool

Version 1.0
Issue Date: April 2024


Experienced musicians and performers in all genres apply the skills and knowledge outlined in this unit. Applying an appropriate range of stagecraft skills can lead to audiences having a more enjoyable and entertaining experience. An essential feature of stagecraft skills is the ability to engage with audiences - whether through dialogue, movement or gestures.

This unit describes the performance outcomes, skills and knowledge required to plan and manage stagecraft aspects of performances. At this level, performers need to demonstrate leadership qualities before, during and after performances. Typically they are responsible for contributing ideas to the design of the overall look, feel and sound of performances in collaboration with other creative and production personnel, such as designers, directors, stage managers and musical directors. They are also responsible for ensuring that all aspects of stagecraft go according to plan during 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

Not applicable



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:

work collaboratively on the planning of stagecraft aspects of performances

confidently perform own role in relation to stagecraft aspects of performances

implement stagecraft aspects of performances as planned

communicate effectively with audiences.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

opportunities to perform before an audience

use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

Method of assessment

The following assessment methods are appropriate for this unit:

observation of rehearsals or performances where the candidate is responsible for stagecraft aspects

video and/or audio recordings of performances or practice sessions where the candidate is responsible for stagecraft aspects

self-evaluation sheets

written or oral questioning to test knowledge as listed in the required knowledge section of this unit

samples of plans prepared by the candidate to document stagecraft aspects of performances

case studies, scenarios and interviews as a basis to discuss issues and challenges that arise in the context of planning stagecraft aspects of performances and providing leadership to others in relation to stagecraft.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUSMPF501A Prepare a program for performance

CUSMPF502A Incorporate interactive technology into performance

CUSMPF601A Present a music 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 and teamwork skills sufficient to:

provide leadership to performers in relation to stagecraft aspects of performances

work creatively with individual differences

work constructively with group dynamics

identify and deal positively and constructively with conflict

initiative, enterprise and creativity in the context of:

contributing innovative and creative ideas to the design of stagecraft aspects of performances

responding effectively to the unexpected during live performances

taking venue and style of show into account when performing

engaging with audiences in ways that entertain and enhance people's overall experience

planning and organisational skills sufficient to:

plan stagecraft aspects of performances

plan for contingencies

ensure that all stagecraft requirements are in place in a timely fashion

self-management skills in the context of:

observing protocols appropriate to the genre, style and context of performance

maintaining an appropriate standard of stage presentation relevant to the area of specialisation

applying relevant OHS principles to work practice

Required knowledge

sound knowledge of:

range of genres and their musical forms and conventions in performance

solo or group performance protocols and customs

how aspects of stagecraft can be used to enhance performances

roles and responsibilities of creative and technical personnel involved in stage performances

capabilities of sound, lighting and staging equipment in relation to stagecraft aspects of performances

principles of team leadership

issues and challenges that arise in the context of providing leadership in relation to stagecraft aspects of performances

OHS practices, procedures and standards as they apply to performing in a range of environments

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.

Appropriate personnel may include:

performer

ensemble member

presenter

musical director

stage director

stage manager

production manager

production supervisor

sound engineer

technical crew

designer:

sound

lighting

costume

make-up and hair

special effects

client

marketing and promotions personnel

artist's agent

conductor

tutor

mentor.

Repertoire may include:

musical works from a range of genres and styles, including:

cover songs

original compositions

electronic dance music

solo and ensemble pieces

improvised pieces

commentary by:

performer

master of ceremonies (MC)

media presenter.

Aspects of stagecraft may include:

interaction with audiences

positioning of performers on stage

make-up and hair

posture

dress

movement

interaction with other performers

interaction with presenters

facial expressions

acting

dancing

way of holding instruments or equipment, such as microphones

effective use of performance space and props

lighting

sound

special effects.

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
Collaborate with appropriate personnel on the design of performances and order of repertoire 
Generate a range of preliminary ideas about aspects of stagecraft that could be used to enhance performances from an audience perspective 
Discuss and refine ideas with appropriate personnel until an agreed approach emerges 
Agree on how each person involved in performances will contribute to stagecraft aspects of performances 
Ensure that equipment being used during performances supports stagecraft aspects of performances 
Anticipate problems that may arise and plan accordingly 
If possible, organise performances to be recorded for later evaluation 
Collaborate with appropriate personnel during performance set-up to ensure that stagecraft aspects of performances will run as planned 
Run through planned stagecraft aspects of performances in rehearsals as required 
Conduct a pre-performance check with group members to ensure that they are ready to perform as planned 
Organise any last-minute changes to stagecraft aspects of the performance in a way that causes least disruption to the performance 
Perform own role confidently, including introductions, segues and concluding remarks as required 
Respond flexibly to the unexpected on stage or front of house, to maintain the flow and integrity of performances 
Interact cooperatively with other performers on stage and ensure that their work is appropriately acknowledged 
Communicate effectively with audiences before, between and after performances 
View or listen to recordings of performances to assess strengths and weaknesses in relation to stagecraft 
Seek feedback from appropriate personnel and incorporate their feedback into continuous improvement strategies 

Forms

Assessment Cover Sheet

CUSMPF602A - Manage stagecraft aspects of performances
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

CUSMPF602A - Manage stagecraft aspects of performances

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: