Google Links

Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

Required Skills

Required skills

communication skills to

discuss dance and physical conditioning issues with relevant personnel

read and correctly interpret a simple combination of musical theatre dance steps in written form

respond appropriately to feedback on own skill development

initiative and enterprise skills to

work creatively with music and dance

dance with strong stage presence confidence and projection

communicate the mood or style of dances

identify and apply relevant aspects of the cultural and history of relevant dance styles

learning skills to

combine basic musical theatre movements in the form of simple phrases

improve own musical theatre dance and vocal techniques

develop a movement memory

listening skills to

maintain correct tempi in movement sequences

maintain musical sensitivity awareness and phrasing in movement sequences

planning and organising skills to plan practice time

selfmanagement skills to

arrive punctually at classes

dress appropriately

observe dance discipline and follow direction

apply safe dance practice

teamwork skills to work collaboratively with others involved in classes

Required knowledge

basic understanding of OHS in the context of musical theatre classes and performances

overview knowledge of

different musical theatre styles and genres

stagecraft as it relates to dancers such as

history of musical theatre including prominent dancers composers and choreographers

underlying principles and characteristics of musical theatre styles

ways of notating musical theatre

welldeveloped knowledge of

principles underlying dance movements and techniques such as

relationship with gravity

spatial awareness

successional movement

shifting weight

principles underlying vocal techniques in a musical theatre performance context

anatomical foundations including

articulation of the spine

engagement of the feet

bases of support including feet legs hands arms and torso

range of motion of the joints

differentiation of the legs and pelvis

importance of healthy food choices in relation to wellbeing and injury prevention including five food groups and recommended daily amounts

musical theatre terminology

rhythms including

time signatures

Evidence Required

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

perform in a learning environment four basic movement sequences in any of the musical theatre styles that demonstrate

confident performance skills

accuracy in basic singing dancing and acting skills

respond appropriately to constructive feedback on own performance

follow safe dance practice

Context of and specific resources for assessment

Assessment must ensure access to

appropriate dance performance areas or spaces

appropriate footwear and clothing

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

thirdparty workplace reports of onthejob performance

evaluation of 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 developing musical theatre performance skills

direct observation of candidate in classes and performances

Assessment methods should closely reflect workplace demands eg literacy and the needs of particular groups eg 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

CUADANA Explore rhythm in the context of dance or movement technique

CUADAN301A Explore rhythm in the context of dance or movement technique

CUADANA Develop dance improvisational skills

CUADAN304A Develop dance improvisational skills

CUAPRFA Develop basic acting skills

CUAPRF302A Develop basic acting skills

CUAMPFA Employ music and singing in performance

CUAMPF301A Employ music and singing in performance

CUAMPFA Develop vocal techniques for use in performance

CUAMPF302A Develop vocal techniques for use in performance.

Range Statement

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.

Characteristicsrefer to:	acting dancing singing.
History of musical theatremay include:	past and present composers and choreographers, such as: Agnes de Mille Andrew Lloyd-Webber Bob Fosse Julie Andrews Rodgers and Hammerstein Stephen Sondheim Tim Rice progression of the style from, such as: the formative period (1860s-1920s) the Golden Age (1940s-1960s) rock musicals of the 1960s, such as Hair jukebox musicals of the 2000s, such as Mama Mia!.
Styles and genresmay refer to:	book musicals burlesque jukebox musicals mega-musicals musical comedy rock operas vaudeville.
Relevant personnel may include:	coaches colleagues family members medical practitioners mentors nutrition experts performers 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 procedures may 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.
Safe dance practice may include:	adjusting performance to venue breathing exercises correct execution of dance steps appropriate clothing and footwear doing exercises and performing routines on flooring appropriate to genre and style of dance, including: sprung softwood tarkett sprung parquet tongue and groove hardwood logical sequencing of dance movements nutrition and diet spatial awareness understanding the body’s capabilities and limitations, including: alignment flexibility (mobility) strength (stability) cardiorespiratory endurance muscular endurance warm-up and cool-down procedures, such as: gentle stretch aerobic exercises anaerobic exercises.
Body alignment refers to:	proper alignment of the torso, hips, limbs, spine and shoulders in poses and movements, such as: ear over the shoulder over the hips knee over the ankle skeletal alignment throughout movements.
Simple dance techniques must include:	alignment for contemporary and jazz dance basic elevation techniques basic falling techniques basic turning techniques basic weight transfer techniques focusing eyes and mind while performing isocentric and polycentric isolations locomotor exercises and sequences, such as: pirouettes posés piqués pencil turns châinés kicks jumps and leaps maintaining rhythm and tempo non-locomotor techniques, such as: balance stillness using arm lines appropriately and extensively working at differing tempos working on centre and off centre.
Physical conditioning characteristics may refer to:	balance control and articulation of individual body parts in an integrated manner coordination flexibility stamina transfer of weight.
Simple phrasesrefer to:	‘chaining’ or joining and sequencing of steps and movements or combinations of steps and movements.
Movementsmay include:	basic ballet basic jazz basic swing correct posture and alignment when in motion dancing in time with the music demonstrating an awareness of personal and general space when travelling and stationary demonstrating safe dance practice in jumping, falling and faster travelling steps high kicks neat placement of feet non-locomotor techniques, such as: balance stillness performing basic turns while maintaining good technique.
Accompanying music may include:	a cappella contemporary and soundscape instrumental live or recorded traditional or folk vocal.
Other media may include:	design elements, such as performance lighting projections props.
Dynamics refers to:	variations of the intensity of resonance (volume).
Ways todevelop an understanding of charactermay involve:	researching the historical and cultural context of the character researching the history of the text’s author interpreting the stage directions in relation to character identifying the climactic moments in a character’s story arc.
Basic acting skillsmust include:	empathy observation and sensory awareness personalisation given circumstances endowment transaction: actions and objectives.
Given circumstancesmay include:	who what where when how obstacles in a character’s path.