Application
Performers such as singers, actors, dancers and comedians, who require a range of performance techniques, apply the skills and knowledge outlined in this unit.
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 performance situations.
Prerequisites
Not applicable.
Elements and Performance Criteria
1. Maintain and care for self as a performer | 1.1. Use appropriate methods of physical and psychological care 1.2. Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.3. Take fatigue, personal limitations and boundaries into account when undertaking physical exercise and performances 1.4. Always perform warm-up and cool-down procedures in conjunction with performance activities 1.5. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising performance technique |
2. Develop an understanding of performance techniques | 2.1. Discuss with relevant personnel the principles and characteristics of techniques 2.2. Explore a range of basic approaches to techniques 2.3. Apply kinaesthetic awareness to techniques 2.4. Consider a range of ways in which techniques can be used to create simple sequences |
3. Analyse techniques | 3.1. Develop critical skills to inform own technique 3.2. Compare own work to other performances 3.3. Make judgements to inform own technique |
4. Perform simple sequences or pieces | 4.1. Use principles and characteristics of chosen technique to perform simple sequences or pieces 4.2. Use a range of physical and vocal approaches in the performance of simple sequences or pieces 4.3. Use feedback from teachers and mentors to identify and develop ways to improve own performance |
Required Skills
Required skills
communication skills to:
discuss a range of performance techniques 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 chosen technique
use improvisation appropriate to chosen technique
develop own critical analysis skills
learning skills to:
improve own performance techniques through practising the use of dramatic elements
use vocal range and articulation in a range of performance spaces
use story-telling appropriate to the chosen technique
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.
Required knowledge
overview knowledge of:
major theorists or exponents appropriate to chosen technique
historical, theoretical and cultural perspectives and conventions appropriate to chosen technique
physical properties and capabilities of materials, tools and equipment and their applications appropriate to chosen technique
copyright, moral rights and intellectual property issues and legislation associated with performance
OHS standards associated with performance
well-developed knowledge of:
moral, social, physical and psychological elements appropriate to chosen technique
performance styles appropriate to chosen technique, 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.
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: demonstrate appropriate skills in performance practice and chosen technique discuss and evaluate opportunities to inform and develop technical skills explore and experiment with new ideas in making and interpreting performance work critically analyse own performance. |
Context of and specific resources for assessment | Assessment must ensure access to: a range of materials, resources and equipment used to develop conceptual and technical skills relevant to performance practice and chosen technique performance venues, such as studios, theatre spaces and outdoor settings information about relevant artists, their work, ideas and techniques. |
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 employing a range of performance techniques direct observation or video recording of candidate performing simple sequences or pieces. 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: CUAPRF404A Refine movement skills for performance CUAPRF405A Rehearse technique for performance CUAPRF406A Use technique in performance. |
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.
Physical and psychological care may refer to: | exercise meditation mentoring nutrition Pilates psycho-emotional exercises self-reflection, such as: keeping a journal small group discussions support mechanisms, such as counselling yoga. |
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 insufficient hydration incorrectly fitting footwear and clothing insufficient injury-prevention strategies own ambition. |
Warm-up and cool-down procedures may include: | aerobic activities anaerobic exercises coordinated breathing activities flexibility exercises floor work joint-mobility exercises stretching vocal exercises. |
Relevant personnel may include: | agents coaches colleagues directors family members medical practitioners mentors nutrition experts performers teachers. |
Principles and characteristics may include: | dramatic elements: climax contrast focus mood rhythm sound space symbol timing tension characterisation: moral social physical psychological movement space timing rhythm focus flexibility coordination shape locomotion improvisation: structure plot character dramatic tension climax techniques grafting blocking yielding endowing status. |
Techniques may include: | acrobatics acting circus clown dance improvisation mask mime movement physical theatre puppetry and object manipulation voice. |
Basic approaches may include: | demonstrating simple vocabulary reading from source materials to inform practice using private practice working with peers. |
Kinaesthetic awareness | balance body movements derived from: muscle, tendon and articular sensitivity outside the body, such as the eyes, ears, mouth and skin stimulus within the body, such as 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. |
Simple sequences may include: | beats or scenes from scripted works character-based scenes or scenarios improvisations based on stimulus, such as: images emotions stories characters scenarios theatre sport formats objects group devised scenes or scenarios routines or lazzi. |
Critical skills may refer to: | analytic discussion and evaluation investigative journal recording questioning. |
Other performances may include: | amateur productions community productions documented performances, such as: video or audio recordings detailed written descriptions of performances installation peer performances processional works professional productions street theatre. |
Feedback may include: | feedback from tutors, mentors and coaches feedback from peers self-evaluation video documentary. |
Sectors
Performing arts - 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.