Application
This unit describes the performance outcomes, skills and knowledge required to develop the conceptual and expressive skills that enable performers such as singers, actors, dancers, circus performers and comedians to create their own distinctive style. Performances could be in commercial, competition or community settings and performers would be working in ensembles, partnerships or performing 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 responsibility for themselves and others are expected in live performances.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
Elements Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Practise artistic, conceptual and expressive skills | 1.1 Develop performance technique and apply knowledge gained to inform own artistic, conceptual and expressive skills 1.2 Identify and use a range of opportunities to explore, develop and express artistic and creative ideas 1.3 Apply kinaesthetic awareness to practice and performances 1.4 Participate in performance events or master classes to stimulate and develop artistic practice |
2. Develop own creative voice | 2.1 Experiment with new ideas to develop own expressive skills as a performer 2.2 Experiment with developing new interpretations of performance where appropriate 2.3 Identify and use technology where appropriate to express originality and expand own creative practice |
3. Evaluate own conceptual and expressive skills | 3.1 Analyse and evaluate performance elements, styles and techniques 3.2 Continuously evaluate own work to expand technical, creative and expressive range 3.3 Develop appropriate methods of recording own evaluations 3.4 Use feedback to identify and develop ways to improve conceptual and expressive performance skills |
Evidence of Performance
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.
Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.
Evidence of Knowledge
To complete the unit requirements the individual must:
in relation to chosen performance genre, demonstrate knowledge of:
major theorists or exponents of the genre
key historical, theoretical and cultural perspectives and conventions
features of naturalistic and non-naturalistic performance styles
describe how the following apply to performers:
copyright, moral rights and intellectual property issues
breath and techniques for the release of tension
body alignment
kinaesthetic awareness
the effect vocal techniques and characteristics have on audiences.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:
materials, resources and equipment relevant to selected performance genre
performance opportunities and venues, such as studios, theatre spaces and outdoor settings.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 3.1, 3.2, 3.3, 3.4 | Critically analyses own performance Seeks feedback and accepts guidance from others |
Writing | 3.3 | Documents own progress with skills development |
Oral communication | 1.4, 3.4 | Seeks the views and opinions of others Obtains information by listening and questioning |
Navigate the world of work | 1.4, 3.3 | Follows theatre protocols and meets expectations associated with own role |
Interact with others | 1.4, 3.4 | Works collaboratively with others involved in practice and performances |
Get the work done | 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 3.4 | Adopts a logical and methodical approach to the process of refining and expanding own range of conceptual and expressive skills as a performer Acts in an imaginative, spontaneous and confident way in performances Identifies and uses audio and screen technology to expand own creative practice |
Sectors
Performing arts – cross-sector performance