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

CUAPRF601A Mapping and Delivery Guide
Extend musical theatre performance skills to a professional level

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUAPRF601A - Extend musical theatre performance skills to a professional level
Description This unit describes the performance outcomes, skills and knowledge required to extend vocal, movement and acting skills to a professional level in the context of musical theatre.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to performers who are moving towards professional careers in musical theatre where the combined skills of dance, drama, singing, acting and movement are required. Performances could be in commercial, cabaret or competition settings and performers would usually be performing as members of an ensemble or in some solo routines.At this level, performers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance and vocal sequences. While some supervision and guidance are provided in practice sessions and rehearsals, performers are expected to display a high level of motivation and sense of responsibility for themselves and others during 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: Clarify artistic and creative goals for musical theatre performance
  • Consider the background and context of performance pieces and clarify the intent of the performance in relation to intended audience
  • Discuss with relevant personnel, aspects of own character role and interrelationships with other characters
  • Discuss with relevant personnel the elements of pieces and how they relate to own character role
  • Apply principles of characterisation to own character role in practice sessions
       
Element: Rehearse musical theatre performances
  • Communicate in a way that contributes to a constructive rehearsal atmosphere
  • Respond promptly to direction as required
  • Practise and rehearse songs, dances and scenes until an optimum performance standard is reached
  • Refine own character interpretation in conjunction with other performers
  • Improve own performance by incorporating relevant advice and feedback
  • Identify dynamics of the human voice and apply to develop own unique voice as well as the character role
  • Engage fully in the artistic process to optimise the overall performance effect
  • Fully integrate required materials into performances
  • Analyse and synthesise own performance within the overall work to the required standard
       
Element: Perform musical theatre
  • Perform warm-up and cool-down procedures in conjunction with performance activities
  • Apply a range of strategies to overcome performance anxiety
  • Integrate elements effectively to create a believable character and a strong story-telling performance
  • Adapt performances to the scale and nature of the venue and audience requirements
  • Maintain concentration, stamina and focus for the duration of performances
  • Perform in ways that add light and shade to characterisation and mood in line with creative objectives
  • Implement principles and characteristics of various performance techniques
  • Respond promptly and creatively to contingencies where required to maintain the integrity of performances
       
Element: Evaluate musical theatre performances
  • Analyse musical theatre performances against previous work and creative goals to assess own technical and artistic development
  • Identify and observe weaknesses and errors in performances and develop strategies to improve performance
  • Analyse and evaluate feedback and criticism and develop strategies for possible adjustments to future work
       
Element: Develop professional practice
  • Develop and refine professional work ethic
  • Develop realistic parameters as a basis for extending scope of performance practice
  • Identify regimes and artistic strategies that will refine own performance technique
       


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:

clarify creative and artistic goals for characterisation and performance

explore and experiment with advanced musical theatre performance techniques

rehearse musical theatre performance effectively to achieve required performance standard

integrate knowledge, technique and creativity in singing, acting and dance at an advanced level in the performance of musical theatre on at least two occasions

seek and use constructive criticism to improve own musical theatre performance.

Context of and specific resources for assessment

Assessment must ensure access to:

rehearsal and performance opportunities with appropriate flooring

relevant resources and equipment.

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 extending musical theatre performance skills to a professional level

direct observation of candidate rehearsing and performing complex musical theatre scenes and routines.

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:

CUAOHS602A Develop techniques for maintaining resilience in a competitive environment.

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 interpretive requirements with other performers

discuss ideas with others to inform own performance

respond appropriately to feedback on own skill development and performance

work creatively with individual differences

initiative and enterprise skills to:

apply imagination, spontaneity and confidence appropriate to the performance

develop own critical analysis skills

perform with precision, style and strong stage presence

communicate the mood or style of performance pieces to audiences

use props confidently and effectively

respond to other performers and adjust own performance accordingly

learning skills to:

develop and refine professional work ethic

integrate knowledge, technique and creativity in singing, acting and dance at an advanced level, either in group or solo work

receive and integrate constructive criticism of performance from peers or coaches

create own individual style, attitude and stage presence

literacy skills to analyse source materials, such as scores, scripts or texts

planning and organising skills to:

effectively prepare for rehearsals and performances

plan practice time

design and implement appropriate warm-up techniques for voice and body

problem-solving skills to respond flexibly and effectively to contingencies

self-management skills to:

arrive punctually at rehearsals and performances

dress appropriately

follow direction

address own professional development needs

teamwork skills to work collaboratively with others involved in rehearsals and performances.

Required knowledge

well-developed knowledge of:

the history of musical theatre

distinguishing characteristics of musical theatre

influential performance theorists, choreographers and musical theatre directors

OHS standards associated with performance

comprehensive knowledge of:

characterisation, including moral, social, physical and psychological

performance styles appropriate to the performance, such as naturalistic and non-naturalistic

effect of voice and vocal processes on audiences

alignment, breath and techniques for the release of tension

kinaesthetic awareness

effective acting, singing and dancing techniques

acting, singing and movement terminology

relationship between acting, singing, dancing and movement

stylistic nuances and dramatic elements associated with various performance styles

performance environment.

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:

agents

directors

producers

fellow performers

mentors

teachers

coaches

choreographers

musical directors

conductors.

Aspects of character role may include:

what other characters say about your character

what the writer details in stage directions

clues to the character from the dialogue, punctuation and rhythm of the text of the character

references and resonances to other stories, archetypes, symbols and metaphors.

Elements may include:

movement

music

songs

dance

acting

dramatic elements, such as:

climax

contrast

mood

rhythm

sound

space

symbol

timing

tension

focus.

Principles of characterisation may include:

voice, such as:

accent

timbre

pitch

physicality

non-verbal communication and body language

style, such as:

naturalistic

melodramatic.

Direction refers to:

advice and instruction from:

directors

musical directors

choreographers

stage managers.

Dynamics of the human voice may include:

range

sound

tone

accent

release of the jaw

floor of the breath

floor of the sound.

Materialsmay include:

accessories

audiovisual equipment

costumes, including footwear

hairstyle requirements

make-up requirements

props.

Warm-up and cool-down proceduresmay include:

aerobic activities

anaerobic exercises

coordinated breathing activities

exercises to loosen mouth, such as:

tongue

lips

soft palate

exercises to loosen face muscles, such as:

cheek

eye

jaw

flexibility exercises

floor work

gentle open vowel singing

joint-mobility exercises

stretching

vocalising exercises beginning in mid-range, before extending to upper and lower registers.

Strategies to overcome performance anxiety may include:

adequate rehearsal

focusing on a single element or action at a time

relaxation techniques, such as:

meditation

imagery and conscious visualisation

affirmations

stretching

deep breathing

light aerobic exercises

maintaining a work-life balance

mental rehearsal

warm-up routines.

Venuesmay include:

small and large theatres

stadiums and arenas

community halls

urban and rural outdoor performance spaces.

Performance techniquesmay refer to:

control of stage

energy and attack

improvisation

movement.

Contingenciesmay include:

forgetting lines or routines

failure of technical equipment

provocation from the audience

sudden injury of self or fellow performers.

Feedbackmay include:

director’s notes

audience feedback

discussion with other performers

observations from peers.

Professional work ethicmay refer to:

attentive behaviour in creative practice

awareness of:

substance abuse

addictive behaviours

expectations of others

eating disorders

effective management of personal finances

balanced diet

energy levels and personal limitations

stage and theatre etiquette

developing strategies to:

cope with performance anxiety

maintain motivation

effective personal hygiene habits, such as:

clean and short nails

clean and tied-up hair

clean hands

ongoing dedication to a physical conditioning exercise program

maintaining concentration, focus and physical alertness in performance activities

maintaining costumes and other apparel

maintaining a work-life balance

punctuality and reliability

working creatively with individual differences.

Extending scope of performance practice may include:

working effectively with tutor or coach

participating in professional development and other learning opportunities

undertaking training courses

practising systemically

participating in relevant groups or associations

experimenting with own performance

communicating with peers

being involved in a range of relevant performance activities

viewing and reviewing relevant performance events and activities.

Regimes and artistic strategies may include:

lectures

seminars

conferences

symposiums

master classes

professional organisations

practical workshops

performance rehearsals

individual training.

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
Consider the background and context of performance pieces and clarify the intent of the performance in relation to intended audience 
Discuss with relevant personnel, aspects of own character role and interrelationships with other characters 
Discuss with relevant personnel the elements of pieces and how they relate to own character role 
Apply principles of characterisation to own character role in practice sessions 
Communicate in a way that contributes to a constructive rehearsal atmosphere 
Respond promptly to direction as required 
Practise and rehearse songs, dances and scenes until an optimum performance standard is reached 
Refine own character interpretation in conjunction with other performers 
Improve own performance by incorporating relevant advice and feedback 
Identify dynamics of the human voice and apply to develop own unique voice as well as the character role 
Engage fully in the artistic process to optimise the overall performance effect 
Fully integrate required materials into performances 
Analyse and synthesise own performance within the overall work to the required standard 
Perform warm-up and cool-down procedures in conjunction with performance activities 
Apply a range of strategies to overcome performance anxiety 
Integrate elements effectively to create a believable character and a strong story-telling performance 
Adapt performances to the scale and nature of the venue and audience requirements 
Maintain concentration, stamina and focus for the duration of performances 
Perform in ways that add light and shade to characterisation and mood in line with creative objectives 
Implement principles and characteristics of various performance techniques 
Respond promptly and creatively to contingencies where required to maintain the integrity of performances 
Analyse musical theatre performances against previous work and creative goals to assess own technical and artistic development 
Identify and observe weaknesses and errors in performances and develop strategies to improve performance 
Analyse and evaluate feedback and criticism and develop strategies for possible adjustments to future work 
Develop and refine professional work ethic 
Develop realistic parameters as a basis for extending scope of performance practice 
Identify regimes and artistic strategies that will refine own performance technique 

Forms

Assessment Cover Sheet

CUAPRF601A - Extend musical theatre performance skills to a professional level
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Assessment Record Sheet

CUAPRF601A - Extend musical theatre performance skills to a professional level

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