Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUAPPM401A Mapping and Delivery Guide
Contribute to the organisation of productions

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUAPPM401A - Contribute to the organisation of productions
Description This unit describes the performance outcomes, skills and knowledge required to assist with planning, organising and rehearsing productions.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Individuals responsible for assisting with planning and staging productions apply the skills and knowledge outlined in this unit. At this level, productions would usually be those staged by performing arts schools in community venues.People in production assistant roles work with limited supervision and are responsible for the output of others. They work to instructions or plans developed by production personnel, such as directors, stage managers, lighting designers, costume managers and producers.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Contribute to the planning of productions
  • Discuss and confirm own roles and responsibilities related to production planning with relevant personnel
  • Discuss and confirm own creative planning roles and responsibilities with relevant personnel
  • Follow performance-planning instructions and preparations as advised by relevant personnel
  • Ensure responsibilities are completed within required timeframes
       
Element: Assist with running technical and creative dress rehearsals
  • Coordinate performers effectively according to requirements
  • Ensure instructions given to performers are clear, audible and correctly sequenced
  • Work effectively with members of production teams
  • Follow OHS policy and procedures
  • Ensure performers follow OHS policy and procedures
       
Element: Assist with productions
  • Ensure performers arrive at venues on time to meet performance requirements
  • Ensure own roles and responsibilities are carried out as advised by stage manager or relevant personnel
  • Carry out post-production or bump-out responsibilities according to instructions from relevant personnel
  • Use feedback from relevant personnel to identify areas of own organisational practice that could be improved
       


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:

contribute to the artistic and technical planning of a production, including attending production and creative planning meetings

effectively assist with the running of technical and creative dress rehearsals and performances

follow safety policy and procedures

work collaboratively with others

contribute to post-production or bump-out procedures.

Context of and specific resources for assessment

Assessment must ensure access to:

relevant resources and equipment

opportunities for rehearsals and performances in either a real or simulated situation.

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

third-party workplace reports of on-the-job performance

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

direct observation of candidate contributing to the organisation of productions

case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in contributing to the organisation of productions.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. 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:

CUASTA301A Assist with production operations for live performances

CUSOHS301A Follow occupational health and safety procedures.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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, teamwork and organisational skills to:

respond appropriately to constructive feedback on own ability to contribute to the organisation of productions

seek assistance from others as required

share ideas in group discussions

work collaboratively with others involved in rehearsals and performances

learning skills to:

effectively assist with the planning, rehearsing and performance of productions

evaluate venue or performance space as required

literacy skills to:

read production schedules and plans

read and interpret ground and lighting plans

problem-solving skills to respond appropriately to the unexpected in a performance situation

self-management and planning skills to:

assist in the creation of production plans

meet deadlines and prioritise tasks

demonstrate reliability in agreed work commitments

follow OHS policy and procedures

technical skills to assist with the:

installation of basic lighting equipment

set up basic sound equipment.

Required knowledge

well-developed knowledge of:

key aspects of the creative and technical production process for different types of live performance productions

production and staging terminology

role of make-up, hairstyling and costumes in performance

theatre conventions

issues and challenges that arise in the context of preparing for rehearsals and performances

overview knowledge of:

relevant commonwealth, state or territory requirements, such as:

security of information

duty of care under common law

anti-discrimination, including equal opportunity, racial vilification and disability discrimination

industrial awards or enterprise agreements as they relate to in-house or venue-paid staff roles

OHS principles and legislation relevant to particular performance contexts, such as:

hearing protection

dealing with performance anxiety

policy and best practice

protection of body against overuse injury

safe lifting practices.

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.

Roles and responsibilities may include:

contributing to the organisation or creation of:

call book

costume volunteers

costume creation according to agreed timeframes

labelling and transporting costumes

dresser volunteers

liaising with parents or carers regarding performance information and time commitments

sound and vision equipment as required

production and distribution of programs and promotional flyers as required

call cue sheets

lighting plots

stage markings

props and sets

costume change preparation and organisation

discussion and research into historical and cultural factors that may influence costume styles.

Production planning may involve consideration of:

available resources, including volunteers

pre-production:

role descriptions and task details

appointment of specialist personnel

confirmation of venue requirements

staging and costuming requirements

ticketing

marketing

front of house management

bump-in:

organisation of sound and set equipment installation

light equipment installation

plotting and focusing lights

props disbursement

costumes

production run:

technical run

dress rehearsal

performances

bump-out:

gathering and packing props and costumes

deconstructing stage sets

dismantling sound and lighting equipment

timeframes

evaluation of venue or performance space.

Relevant personnel may refer to:

manager

supervisor

production manager

director

stage manager

performers

costume designer

conductor

musical director

set designer

lighting designer

producer

technical director

technical crew.

Creative planning may involve consideration of:

choreography

costume design

lighting plans

props

set designs

make-up and hairstyles.

OHS policy and procedures may relate to:

requirements for reporting hazards and incidents (dance school or studio and venue)

emergency procedures and exits

safe use and maintenance of relevant equipment

safe lifting practices

sources of OHS information

effective warm-up and cool-down processes for students or performers

appropriate dancewear and footwear for students or performers.

Post-production or bump-out responsibilitiesmay include:

post-production:

payment of copyright licensing fees

preparation of final expenditure report

return of hired equipment

dismantling:

sets

audio equipment

lighting equipment

audiovisual equipment

loading items for transport

packing or storing items, such as:

props

costumes

make-up

wigs

set elements

completing inventories of production resources.

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
Discuss and confirm own roles and responsibilities related to production planning with relevant personnel 
Discuss and confirm own creative planning roles and responsibilities with relevant personnel 
Follow performance-planning instructions and preparations as advised by relevant personnel 
Ensure responsibilities are completed within required timeframes 
Coordinate performers effectively according to requirements 
Ensure instructions given to performers are clear, audible and correctly sequenced 
Work effectively with members of production teams 
Follow OHS policy and procedures 
Ensure performers follow OHS policy and procedures 
Ensure performers arrive at venues on time to meet performance requirements 
Ensure own roles and responsibilities are carried out as advised by stage manager or relevant personnel 
Carry out post-production or bump-out responsibilities according to instructions from relevant personnel 
Use feedback from relevant personnel to identify areas of own organisational practice that could be improved 

Forms

Assessment Cover Sheet

CUAPPM401A - Contribute to the organisation of productions
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

CUAPPM401A - Contribute to the organisation of productions

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: