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Evidence Guide: CUAMPF302A - Develop vocal techniques for use in performance

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUAMPF302A - Develop vocal techniques for use in performance

What evidence can you provide to prove your understanding of each of the following citeria?

Apply safe voice practices

  1. Apply understanding of basic anatomy and physiology to breath control, voice production and articulation for speech and singing
  2. Apply correct physical posture and stance to enhance efficient breathing and voice production
  3. Discuss with relevant personnel activities and factors that inhibit or damage voice, voice projection and singing
  4. Perform relaxation and warm-up routines suitable for the voice in performance
  5. Follow OHS procedures
Apply understanding of basic anatomy and physiology to breath control, voice production and articulation for speech and singing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply correct physical posture and stance to enhance efficient breathing and voice production

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with relevant personnel activities and factors that inhibit or damage voice, voice projection and singing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform relaxation and warm-up routines suitable for the voice in performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow OHS procedures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise technical control and vocal range

  1. Apply vocal techniques to show freeing and breathing exercises, and flexibility and control of articulation
  2. Reinforce strengths of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range
  3. Explore personal potential by practising intricate arrays of sound through speech and voice exercises
  4. Express various sounds using a range of the body’s resonators in voice and speech exercise
  5. Identify and implement methods for maintaining and developing vocal register and resonance
Apply vocal techniques to show freeing and breathing exercises, and flexibility and control of articulation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reinforce strengths of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore personal potential by practising intricate arrays of sound through speech and voice exercises

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Express various sounds using a range of the body’s resonators in voice and speech exercise

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and implement methods for maintaining and developing vocal register and resonance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise vocal expression required for a range of text types

  1. Interpret a variety of meanings and vocal expressions in a range of dramatic text styles and performance circumstances
  2. Examine texts and determine where specific vocal characterisations and dramatic or emotive nuances are
  3. Apply appropriate control of vocal techniques in a range of vocal expressions from a variety of dramatic text
  4. Explore comic and dramatic qualities in a range of texts
  5. Observe correct protocols and cultural maintenance where text or stories of cultural content are to be used in performance
Interpret a variety of meanings and vocal expressions in a range of dramatic text styles and performance circumstances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine texts and determine where specific vocal characterisations and dramatic or emotive nuances are

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply appropriate control of vocal techniques in a range of vocal expressions from a variety of dramatic text

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore comic and dramatic qualities in a range of texts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe correct protocols and cultural maintenance where text or stories of cultural content are to be used in performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply relevant dramatic vocal techniques in a range of performance circumstances

  1. Practise diction, timing, voice adaptation, dialects and accents through a variety of performance texts
  2. Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound
  3. Apply dramatic or emotive nuances when performing appropriate vocal expression of a character from text
  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
  5. Use pitch, pace and pause skilfully and imaginatively
  6. Apply range, inflection and tone to convey meaning
  7. Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own vocal performance techniques
Practise diction, timing, voice adaptation, dialects and accents through a variety of performance texts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply dramatic or emotive nuances when performing appropriate vocal expression of a character from text

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt use of voice, speech, body, emotions and dramatic licence appropriate to context of the text in a range of solo and ensemble performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use pitch, pace and pause skilfully and imaginatively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply range, inflection and tone to convey meaning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own vocal performance techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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.

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 stancemay relate to:

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.

Factorsmay include:

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.

Vocalwarm-up routines may include:

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.