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

CUAPRF402A Mapping and Delivery Guide
Develop conceptual and expressive skills as a performer

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUAPRF402A - Develop conceptual and expressive skills as a performer
Description This unit describes the performance outcomes, skills and knowledge required to develop the conceptual and expressive skills which enable performers to create their own distinctive style.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application The skills and knowledge outlined in this unit apply to performers, such as singers, actors, dancers, circus performers and comedians, who need to refine their conceptual and expressive performance skills.Performances may be in commercial, competition or community settings and performers would be working in ensembles, partnerships or solo.At this level performers are refining their techniques through practice, and while some supervision and guidance may be present in practice, a high level of motivation and sense of responsibility for self and others are expected in live performances.
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: Practise artistic, conceptual and expressive skills
  • Develop performance technique and apply knowledge gained to inform own artistic, conceptual and expressive skills and practice
  • Identify and use a range of opportunities to explore, develop and express artistic and creative ideas
  • Apply kinaesthetic awareness to practice and performances
  • Participate in performance events or master classes to stimulate and develop artistic practice
       
Element: Develop own creative voice
  • Explore and experiment with new ideas to develop own expressive skills as a performer
  • Experiment with developing new interpretations of performance where appropriate
  • Explore and use technology where appropriate to express originality and expand own creative practice
       
Element: Evaluate and review own conceptual and expressive skills
  • Assess and analyse performance elements, styles and techniques
  • Continuously evaluate own work to expand technical, creative and expressive range
  • Develop appropriate methods of recording own evaluations
  • Use feedback to identify and develop ways to improve conceptual and expressive performance skills
       


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:

discuss and evaluate opportunities to inform and develop technical, conceptual and expressive skills

develop own voice through exploring and experimenting with new ideas in making or interpreting performances

demonstrate proficiency in performance work in selected area of specialisation

apply accurate and innovative interpretation and expression to performances.

Context of and specific resources for assessment

Assessment must ensure access to:

a range of materials, resources and equipment relevant to selected performance

performance opportunities and venues, such as studios, theatre spaces and outdoor settings.

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 conceptual and expressive skills as a performer.

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:

CUAPRF401A Employ a range of acting skills in performance

CUAPRF403A Employ a range of performance techniques

CUVPRP405A Develop self as artist.

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 a range of conceptual and expressive performance skills 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 the performance

use improvisational skills appropriate to the performance

develop self-evaluation skills

learning skills to:

improve own performance techniques through practising conceptual and expressive skills

use vocal range and articulation in a range of performance spaces

use story-telling skills appropriate to the performance

literacy skills to:

analyse plays and scripts or other source materials

document self-evaluation as required

planning and organising skills to plan practice and performance time

self-management 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

technology skills to explore and use audio and screen technology to expand own creative practice.

Required knowledge

overview knowledge of:

major theorists or exponents appropriate to the chosen performance genre

historical, theoretical and cultural perspectives and conventions appropriate to the chosen performance genre

copyright, moral rights and intellectual property issues and legislation associated with performing works

OHS standards associated with performance

well-developed knowledge of:

moral, social, physical and psychological elements appropriate to the chosen performance genre

performance styles, such as naturalistic and non-naturalistic

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.

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.

Performance techniques may include:

acrobatics

acting

attack

articulation

circus

clown

communication with the audience

dynamics

improvisation

innovative performance practices

mask

mime

movement

physical theatre

puppetry and object manipulation

story-telling

voice.

Conceptual skillsmay include:

developing and formulating new ideas in creative ways, such as:

brain storming

day dreaming

lateral thinking

making associations

mind mapping

wishful thinking

visualisations

solving problems creatively

understanding abstract relationships.

Expressive skillsmay include:

applying basic make-up as an aid to characterisation, such as:

face make-up

body paint

theatre make-up

hairstyle

exploring voice and vocal characteristics or elements

expressive relationship with the accompanying music as appropriate

expressive use of movement dynamics and kinetic energy

interpreting music and rhythm as appropriate

performing appropriately for the context of venue and performance

presenting creative ideas effectively

understanding and expressing appropriate dramatic nuance.

Range of opportunities may include:

being involved in a range of relevant performance activities

communicating with peers

experimenting with own performance

participating in professional development and other learning opportunities

participating in relevant groups or associations

practising systemically

viewing and reviewing relevant performance events and activities

working effectively with tutor or coach.

Kinaesthetic awarenessmay relate to awareness of:

balance

body movements derived from:

muscle, tendon and articular sensitivity

outside the body, such as experienced through the eyes, ears, mouth and skin

stimulus within the body, e.g. 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.

Performance eventsmay include:

performances for a live audience

performances for a live audience with simultaneous web or other digitised broadcast to an audience in another location.

New interpretations may refer to:

analysing and researching the work of others relevant to selected area of specialisation

analysing conventions, practices and customs in art practice

developing repertoire and knowledge.

Use of technology may include:

audiovisual technologies

cross-art

stage mechanisms

internet.

Performance elements may include:

accompanying music

audience characteristics

costumes

location

length of performance

number of performers

performance occasion

theme

use of technology.

Appropriate methods of recording evaluations may include:

audio or video, e.g. video diaries

pictorial or visual methods

written, e.g. journals.

Feedbackmay include advice from:

audience

peers

tutors, mentors and coaches.

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
Develop performance technique and apply knowledge gained to inform own artistic, conceptual and expressive skills and practice 
Identify and use a range of opportunities to explore, develop and express artistic and creative ideas 
Apply kinaesthetic awareness to practice and performances 
Participate in performance events or master classes to stimulate and develop artistic practice 
Explore and experiment with new ideas to develop own expressive skills as a performer 
Experiment with developing new interpretations of performance where appropriate 
Explore and use technology where appropriate to express originality and expand own creative practice 
Assess and analyse performance elements, styles and techniques 
Continuously evaluate own work to expand technical, creative and expressive range 
Develop appropriate methods of recording own evaluations 
Use feedback to identify and develop ways to improve conceptual and expressive performance skills 

Forms

Assessment Cover Sheet

CUAPRF402A - Develop conceptual and expressive skills as a performer
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

CUAPRF402A - Develop conceptual and expressive skills as a performer

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: