Application
Singers and actors apply the skills and knowledge outlined in this unit to develop and maintain their vocal clarity and articulation in performances. Performances could be in commercial, community or open space settings and performers may be performing solo or as members of an ensemble.
At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.
Prerequisites
Not applicable.
Elements and Performance Criteria
1. Apply safe voice practices | 1.1. Apply understanding of basic anatomy and physiology to breath control, voice production and articulation for speech and singing 1.2. Apply correct physical posture and stance to enhance efficient breathing and voice production 1.3. Discuss with relevant personnel activities and factors that inhibit or damage voice, voice projection and singing 1.4. Perform relaxation and warm-up routines suitable for the voice in performance 1.5. Follow OHS procedures |
2. Practise technical control and vocal range | 2.1. Apply vocal techniques to show freeing and breathing exercises, and flexibility and control of articulation 2.2. Reinforce strengths of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range 2.3. Explore personal potential by practising intricate arrays of sound through speech and voice exercises 2.4. Express various sounds using a range of the body’s resonators in voice and speech exercise 2.5. Identify and implement methods for maintaining and developing vocal register and resonance |
3. Practise vocal expression required for a range of text types | 3.1. Interpret a variety of meanings and vocal expressions in a range of dramatic text styles and performance circumstances 3.2. Examine texts and determine where specific vocal characterisations and dramatic or emotive nuances are 3.3. Apply appropriate control of vocal techniques in a range of vocal expressions from a variety of dramatic text 3.4. Explore comic and dramatic qualities in a range of texts 3.5. Observe correct protocols and cultural maintenance where text or stories of cultural content are to be used in performance |
4. Apply relevant dramatic vocal techniques in a range of performance circumstances | 4.1. Practise diction, timing, voice adaptation, dialects and accents through a variety of performance texts 4.2. Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound 4.3. Apply dramatic or emotive nuances when performing appropriate vocal expression of a character from text 4.4. Adapt use of voice, speech, body, emotions and dramatic licence appropriate to context of the text in a range of solo and ensemble performances 4.5. Use pitch, pace and pause skilfully and imaginatively 4.6. Apply range, inflection and tone to convey meaning 4.7. Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own vocal performance techniques |
Required Skills
Required skills
communication skills to:
discuss aspects of developing vocal techniques for performance with relevant personnel
respond appropriately to feedback on own skill development and performance
initiative and enterprise skills to:
use imagery, visualisation and physical posture techniques to enhance the outcomes of the exercise program
interpret text to apply appropriate intonation of speech and voice
apply appropriate emotion and non-verbal communication in dramatic nuance to music and within the context of the music
listening skills to:
monitor and adjust intonation as required
use appropriate sound and tone production for instrument or voice
reproduce basic musical patterns
literacy skills to:
read and analyse various texts or scripts for performance
record performance observations and self-evaluations as required
learning skills to:
improve skills through practice
apply a range of vocal and speech exercise methodologies
express diction, poise and vocal registration in rehearsals and performances
demonstrate appropriate improvisational and impromptu responses during performances
self-management skills to:
arrive punctually at classes, rehearsals and performances
dress appropriately
follow procedures to minimise environmental impact of performance activities
develop a realistic and effective vocal exercise program
apply safe vocal practices
plan own practice time
technical and problem-solving skills to discriminate basic elements of pitch and rhythm
teamwork skills to work collaboratively with others involved in classes and performances.
Required knowledge
broad knowledge of:
OHS standards as they apply to music and singing in performance in a range of environments
relationship between body movement, music and voice
various non-verbal communication and body language concepts
issues and challenges that arise in the context of preparing for performances
principles of basic physiology and anatomy as they apply to the structure and functions of:
articulators
chest, mouth and face muscles
heart
lips
lungs
larynx
tongue
trachea
windpipe
resistance, strength, resonance, diction and articulation training techniques
gender issues in singing and speech, such as:
body shape
size
muscular construction
principles of vocal sound production, speech and singing
importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts
musical rhythms, including:
time signatures
beat
tempo
syncopation.
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: apply knowledge of anatomy and physiology to vocal exercise routines articulate non-verbal communication in relation to written or spoken text correctly perform vocal exercises while employing appropriate posture and breathing techniques improvise performance in an appropriate manner follow safe vocal practices respond appropriately to feedback and evaluation. |
Context of and specific resources for assessment | Assessment must ensure access to: performance texts and opportunities appropriate venue with adequate space, acoustic qualities and safe flooring. |
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 vocal techniques for performances group discussion journal work, including recording and evaluating the exercise methodology, and evaluating the performance direct observation or video recording of candidate in rehearsals 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: CUAMPF301A Employ music and singing in performance CUAPRF301A Create and tell stories CUAPRF302A Develop basic acting skills CUAPRF304A Develop audition 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.
Anatomy and physiology may include: | articulators flexible front of the tongue larynx lips lungs middle or back of the tongue root of the tongue thoracic muscles trachea and muscles windpipe vocal folds within the larynx. |
Physical posture and stance | chest comfortably raised feet slightly apart flat abdomen head facing straight ahead hips rotated forward knees bent shoulders down and back spine aligned. |
Relevant personnel may include: | client musical director producer performer mentor teacher coach tutor conductor agent medical personnel psychologist. |
Factors | breathiness differences in individual size, such as: body features vocal cords gender genetic disorders lesions and growths speech impediments unhealthy behaviours, such as substance abuse. |
Vocal | 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. |
OHS procedures may include: | air control, inside and outside facilities wearing appropriate workwear awareness of own health status before and during activity awareness of repetitive movement, fatigue and prevention of injuries commitment to regular exercise to protect the body from injury gender-specific exercises to protect the body from injury identifying hazards and assessing risks lighting, heating and air-conditioning that meet regulations maintaining sufficient hydration identifying and addressing specific health implications, such as: smoking eating disorders sufficient and effective warm-up and cool-down techniques volume levels for self and others. |
Vocal techniques may include: | application of different vocal timbres breathing emphasis intonation maintaining vocal range, such as: upper register middle register lower register pace phrasing pitch placement resonance rhythm timing. |
Exercises may include: | acquiring vocal techniques, such as: legato staccato control of dynamics rapid figurations learning to comfortably sing wide intervals appropriate physical posture audibility, diction clarity, articulation and vocal placement developing: vocal strength stamina range projection flexibility developing breath control: setting up control period (suspension) controlled exhalation period (phonation) recovery period imagery or visualisation techniques to enhance performances study of acoustic phonetics. |
Resonators may include: | chest tracheal tree larynx pharynx oral cavity nasal cavity sinuses. |
Dramatic text styles and performance circumstances may include: | formal debating plays on a stage plays or sketches in the round or outdoors presentation of information to an audience speech styles, such as: accent dialect phonetics text styles, such as: comedy plays poetry songs speeches. |
Protocols and cultural maintenance include: | rules of behaviour, which include governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies following community protocols and rules of behaviour, including: obtaining and sharing information and materials visiting individuals and communities and requesting permission for activities strategies may include: non-verbal techniques, such as gestures display of positive regard and respect non-judgemental approaches forming partnerships with cultural groups to achieve particular work goals monitoring and reflecting on own actions to ensure cultural values are not imposed on others protection and sustainability of: natural and cultural integrity stories song lines spiritual practices artefacts sites of significance language responsibilities and obligations to individuals, country and the community authentic replication of approved: cultural stories music in the dance form for demonstration of culture outside the community environment issues relating to protection and exploitation of cultural heritage material may include: Indigenous communal rights Indigenous cultural and intellectual property laws relating to fraud and forgery import and export of culturally significant objects issues that may threaten beliefs and knowledge related to traditional land, sea-lore, law, family and ancestors. |
Non-verbal communication principles may include: | body language emotional vocal sounds, such as: grunts silence space time or timing eye contact facial expression gestures and touch physical posture voice quality and speaking style. |
Dramatic or emotive nuances may include: | physical posture and body language gestures and touch facial expression and eye contact environment and objects, such as: clothing props hairstyles symbols or graphics voice quality and speaking style interpretation of emotion vocal sounds, including: grunts silence space timing. |
Feedback may refer to: | audience feedback evaluation from teachers 360 degree feedback mentor relationship listening to own and others’ performances observations of performances. |
Sectors
Performing arts - music performance
Employability Skills
This unit contains employability skills.
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.