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Elements and Performance Criteria

Required Skills

Required skills

communication skills to

discuss a range of performance techniques with relevant personnel

respond appropriately to feedback and advice regarding own skill development and performance

initiative and enterprise skills to

apply imagination spontaneity and confidence appropriate to chosen technique

use improvisation appropriate to chosen technique

develop own critical analysis skills

learning skills to

improve own performance techniques through practising the use of dramatic elements

use vocal range and articulation in a range of performance spaces

use storytelling appropriate to the chosen technique

planning and organising skills to plan practice and performance time

selfmanagement skills to

dress appropriately for practice and performance

follow direction as required

apply safe performance practices

teamwork skills to work collaboratively with others involved in practice and performances

Required knowledge

overview knowledge of

major theorists or exponents appropriate to chosen technique

historical theoretical and cultural perspectives and conventions appropriate to chosen technique

physical properties and capabilities of materials tools and equipment and their applications appropriate to chosen technique

copyright moral rights and intellectual property issues and legislation associated with performance

OHS standards associated with performance

welldeveloped knowledge of

moral social physical and psychological elements appropriate to chosen technique

performance styles appropriate to chosen technique such as naturalistic and nonnaturalistic

key components of voice its effect on the audience and vocal process

alignment breath and techniques for the release of tension

kinaesthetic awareness

body alignment and use of body parts

relationship between performer and audience

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

demonstrate appropriate skills in performance practice and chosen technique

discuss and evaluate opportunities to inform and develop technical skills

explore and experiment with new ideas in making and interpreting performance work

critically analyse own performance

Context of and specific resources for assessment

Assessment must ensure access to

a range of materials resources and equipment used to develop conceptual and technical skills relevant to performance practice and chosen technique

performance venues such as studios theatre spaces and outdoor settings

information about relevant artists their work ideas and techniques

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 employing a range of performance techniques

direct observation or video recording of candidate performing simple sequences or pieces

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

CUAPRFA Refine movement skills for performance

CUAPRF404A Refine movement skills for performance

CUAPRFA Rehearse technique for performance

CUAPRF405A Rehearse technique for performance

CUAPRFA Use technique in performance

CUAPRF406A Use technique 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.

Physical and psychological care may refer to:	exercise meditation mentoring nutrition Pilates psycho-emotional exercises self-reflection, such as: keeping a journal small group discussions support mechanisms, such as counselling yoga.
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 insufficient hydration incorrectly fitting footwear and clothing insufficient injury-prevention strategies own ambition.
Warm-up and cool-down procedures may include:	aerobic activities anaerobic exercises coordinated breathing activities flexibility exercises floor work joint-mobility exercises stretching vocal exercises.
Relevant personnel may include:	agents coaches colleagues directors family members medical practitioners mentors nutrition experts performers teachers.
Principles and characteristics may include:	dramatic elements: climax contrast focus mood rhythm sound space symbol timing tension characterisation: moral social physical psychological movement space timing rhythm focus flexibility coordination shape locomotion improvisation: structure plot character dramatic tension climax techniques grafting blocking yielding endowing status.
Techniques may include:	acrobatics acting circus clown dance improvisation mask mime movement physical theatre puppetry and object manipulation voice.
Basic approaches may include:	demonstrating simple vocabulary reading from source materials to inform practice using private practice working with peers.
Kinaesthetic awarenessmay relate to awareness of:	balance body movements derived from: muscle, tendon and articular sensitivity outside the body, such as the eyes, ears, mouth and skin stimulus within the body, such as blood pressure and body position breathing centring coordination dynamics flexibility focus gestures gravity location in space locomotion muscular tensions of the body and its parts orientation position posture rhythm shape time.
Simple sequences may include:	beats or scenes from scripted works character-based scenes or scenarios improvisations based on stimulus, such as: images emotions stories characters scenarios theatre sport formats objects group devised scenes or scenarios routines or lazzi.
Critical skills may refer to:	analytic discussion and evaluation investigative journal recording questioning.
Other performances may include:	amateur productions community productions documented performances, such as: video or audio recordings detailed written descriptions of performances installation peer performances processional works professional productions street theatre.
Feedback may include:	feedback from tutors, mentors and coaches feedback from peers self-evaluation video documentary.