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Elements and Performance Criteria

  1. Maintain a physical conditioning program
  2. Use practice sessions to increase level of expertise in dance techniques
  3. Use practice sessions to increase level of expertise in musical theatre techniques
  4. Maintain expertise

Required Skills

Required skills

communication skills to

discuss dance and physical conditioning issues with relevant personnel

respond appropriately to feedback on own skill development

initiative and enterprise skills to

work creatively with music and dance

perform with style and strong stage presence

communicate the mood or style of dances and songs

use props confidently and effectively

maintain own expertise

identify and apply relevant aspects of the culture and history of the musical theatre style

learning skills to

develop strong musical theatre performance techniques through

practising complex movements and routines

a positive attitude to performing

develop and implement a personal physical conditioning program

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 and practice sessions

dress appropriately

observe dance discipline and follow direction

apply safe dance and vocal practice

teamwork skills to work collaboratively with others involved in classes and practice sessions

Required knowledge

welldeveloped knowledge of

principles underlying dance 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

anatomical foundations including

articulation of the spine

engagement of the feet

bases of support including feet legs hands arms and torso

range of joint motion

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

stage geography and directions

musical rhythms including

time signatures

beat

tempo

syncopation

overview knowledge of

history of musical theatre including

theatre of the ancient Greeks

prominent dancers composers and choreographers

range of musical theatre styles

ways of notating musical theatre

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 a range of routines in at least one musical theatre style in a way that demonstrates

choreographic intention

welldeveloped musical theatre performance technique

follow safe dance practice

respond appropriately to constructive feedback on own performance

Context of and specific resources for assessment

Assessment must ensure access to

relevant music resources and equipment

appropriate dance performance areas or spaces

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

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 performing musical theatre

evaluation of live or recorded performances

direct observation or video recording of the candidate in practice sessions or rehearsals

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 Develop expertise in dance performance skills

CUADAN407A Develop expertise in dance performance skills

CUAPRFA Employ a range of acting skills in performance

CUAPRF401A Employ a range of acting skills in performance

CUAPRFA Develop conceptual and expressive skills as a performer

CUAPRF402A Develop conceptual and expressive skills as a performer

CUSMPFA Develop vocal techniques

CUSMPF407A Develop vocal techniques.


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.

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 proceduresmay 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.

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.

Exercisesmay relate to practising:

complex elevation techniques

complex falling techniques

complex turning techniques

complex weight transfer techniques

demonstrating an awareness of personal and general space when travelling and stationary

focusing eyes and mind while performing

interpreting rhythm to movement

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

working in a cohesive partnership with a peer and interpreting a dance style.

Complex phrasesrefer to:

‘chaining’ or joining and sequencing of steps and movements or combinations of steps and movements.

Accompanying music may include:

a cappella

contemporary or 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).

Pitchrefers to:

range from high to low.

Acting styles and methods may include:

melodrama

comedy

tragedy

Stanislavski method.