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

CUAPRF306A Mapping and Delivery Guide
Develop musical theatre techniques

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUAPRF306A - Develop musical theatre techniques
Description This unit describes the performance outcomes, skills and knowledge required to develop basic dancing, acting and vocal techniques in the context of musical theatre.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to performers who are pursuing a career in musical theatre and other contexts where musical theatre skills are required.Musical theatre is inclusive of dancing, acting and singing. Performances could be in commercial settings, such as cruise ships, casinos and corporate events, or community settings. Dancers would usually be performing as members of an ensemble.At this level, work is normally supervised, though some autonomy and judgement can be expected within established parameters.
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: Develop an understanding of musical theatre as an art form
  • Identify underlying characteristics of musical theatre
  • Gather information on the history of musical theatre
  • Clarify the styles and genres of musical theatre
  • Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation
  • Maintain and update knowledge of musical theatre terminology
       
Element: Maintain a physical conditioning program
  • In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility
  • Identify risk factors that may inhibit the achievement of goals and seek professional advice as required
  • Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program
  • Always perform warm-up and cool-down procedures in conjunction with dance or movement activities
  • Always perform vocal warm-up procedures in conjunction with singing and acting activities
  • Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique
  • Apply safe dance practice to prevent injury to self and others
       
Element: Practise basic dance techniques
  • Apply correct posture and body alignment appropriate to the dance technique and movement
  • Apply isolation and coordination of upper and lower body within simple movement sequences
  • Apply a range of simple dance techniques and physical conditioning characteristics appropriate to musical theatre style
  • Apply control and attention to detail when performing short simple phrases of dance movements
  • Apply knowledge of connection of phrases, locomotor and non-locomotor movements in dance sequences
  • In a learning environment incorporate musicality, rhythm and correct timing into performances
  • Apply understanding of the relationship between musical theatre style and the accompanying music or other media
  • Incorporate spatial awareness, connectivity and interactive skills when performing with others
       
Element: Practise basic musical theatre vocal techniques
  • Maintain correct posture
  • Apply basic breathing techniques
  • Apply appropriate dynamics
  • Ensure phrasing is appropriate to the music
  • Use feedback from teachers and mentors to identify and develop ways to improve own musical theatre technique
       
Element: Explore characterisation techniques
  • Develop an understanding of character to be performed
  • Successfully build a character by using basic acting skills
  • Imaginatively explore given circumstances and how they affect a character’s choices
       


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:

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

third-party workplace reports of on-the-job 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 (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:

CUADAN301A Explore rhythm in the context of dance or movement technique

CUADAN304A Develop dance improvisational skills

CUAPRF302A Develop basic acting skills

CUAMPF301A Employ music and singing in performance

CUAMPF302A Develop vocal techniques for use in performance.

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 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

self-management 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:

costume

make-up

props

lighting

history of musical theatre, including prominent dancers, composers and choreographers

underlying principles and characteristics of musical theatre styles

ways of notating musical theatre

well-developed 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 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

beat

tempo

syncopation.

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.

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
Identify underlying characteristics of musical theatre 
Gather information on the history of musical theatre 
Clarify the styles and genres of musical theatre 
Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, and maintaining motivation 
Maintain and update knowledge of musical theatre terminology 
In consultation with relevant personnel identify a range of techniques to improve stamina, strength and flexibility 
Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 
Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program 
Always perform warm-up and cool-down procedures in conjunction with dance or movement activities 
Always perform vocal warm-up procedures in conjunction with singing and acting activities 
Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique 
Apply safe dance practice to prevent injury to self and others 
Apply correct posture and body alignment appropriate to the dance technique and movement 
Apply isolation and coordination of upper and lower body within simple movement sequences 
Apply a range of simple dance techniques and physical conditioning characteristics appropriate to musical theatre style 
Apply control and attention to detail when performing short simple phrases of dance movements 
Apply knowledge of connection of phrases, locomotor and non-locomotor movements in dance sequences 
In a learning environment incorporate musicality, rhythm and correct timing into performances 
Apply understanding of the relationship between musical theatre style and the accompanying music or other media 
Incorporate spatial awareness, connectivity and interactive skills when performing with others 
Maintain correct posture 
Apply basic breathing techniques 
Apply appropriate dynamics 
Ensure phrasing is appropriate to the music 
Use feedback from teachers and mentors to identify and develop ways to improve own musical theatre technique 
Develop an understanding of character to be performed 
Successfully build a character by using basic acting skills 
Imaginatively explore given circumstances and how they affect a character’s choices 

Forms

Assessment Cover Sheet

CUAPRF306A - Develop musical theatre techniques
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Assessment Record Sheet

CUAPRF306A - Develop musical theatre techniques

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