NTISthis.com

Evidence Guide: CUAPRF406A - Use technique 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

 

CUAPRF406A - Use technique in performance

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

Prepare to perform for audiences

  1. Ensure that performance techniques are sufficiently well-rehearsed to project clarity and confidence
  2. Consult with members of the performance team to identify specific issues requiring attention
  3. Conduct warm-up with ensemble
  4. Confirm that necessary equipment and materials required for the performance are available and functioning reliably
  5. Use techniques for overcoming performance anxiety to ensure effective performance
Ensure that performance techniques are sufficiently well-rehearsed to project clarity and confidence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consult with members of the performance team to identify specific issues requiring attention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Conduct warm-up with ensemble

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that necessary equipment and materials required for the performance are available and functioning reliably

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use techniques for overcoming performance anxiety to ensure effective performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform for audiences

  1. Adjust performance to the scale and nature of venue
  2. Maintain concentration and focus throughout performance
  3. Communicate the interpretive requirements of other performers as required
  4. Perform in a style appropriate to the context of the performance
  5. Respond flexibly and effectively to contingencies as required to maintain integrity of performances
Adjust performance to the scale and nature of venue

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain concentration and focus throughout performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate the interpretive requirements of other performers as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform in a style appropriate to the context of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond flexibly and effectively to contingencies as required to maintain integrity of performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate performances

  1. Review performance in association with other performers and identify factors for future improvement
  2. Measure performance against previous work to assess own technical and artistic development
  3. Respond positively to analyses of own performance and adjust as required
Review performance in association with other performers and identify factors for future improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Measure performance against previous work to assess own technical and artistic development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond positively to analyses of own performance and adjust as required

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:

respond appropriately to contingencies and performance context

demonstrate appropriate performance skills

demonstrate refinement of technique during performances

provide critical analyses of own and others’ performances

work collaboratively with production teams and other performers.

Context of and specific resources for assessment

Assessment must ensure:

opportunities for full performance with production team and other performers

well-equipped stage or performance area for adequate rehearsals.

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

observation of candidate contributing to discussions about own performance and that of others

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

discussion of issues and challenges that arise in the context of performing

review of participant’s work performance during performance

direct observation or video recording of candidate during performance.

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:

CUAPRF402A Develop conceptual and expressive skills as a performer

CUAPRF405A Rehearse technique for performance.

Required Skills and Knowledge

Required skills

communication, teamwork and organisational skills to:

analyse plays and scripts or other source materials

present confidently in performance

respond appropriately to constructive feedback on own performance

respond appropriately to directions during performances

work constructively with a diverse range of people

initiative and enterprise skills to:

adapt own performance in response to direction

respond appropriately to an audience

respond appropriately to the unexpected during performances

work effectively under pressure in front of an audience

learning skills to improve live performance skills and expression through practice

listening skills to monitor and adjust performance as required

self-management and planning skills to:

identify areas of weakness and plan practice accordingly

maintain an appropriate standard of personal presentation for performances

plan practice and warm-up time

technical skills to use a range of techniques in area of specialisation.

Required knowledge

broad knowledge of:

OHS issues relevant to performance contexts, such as:

emergency procedures

hearing protection

strategies to overcome performance anxiety

protection of body against overuse injury

safe lifting procedures

copyright, moral rights and intellectual property issues

well-developed knowledge of:

audience and performer relationship

issues and challenges that arise in the context of performing

performance vocabulary and terminology

principles and techniques in area of specialisation

repertoire relevant to the performance or production

role of experimentation in developing performance techniques

performance environment

physical properties and capabilities of materials and equipment used in performance

role of an adequate rehearsal process leading to production.

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.

Performance techniques may include:

acrobatics

acting

circus skills

clowning

dance

improvisation

mask

mime

movement

physical theatre

puppetry and object manipulation

voice.

Members of the performance team may include:

artistic director

choreographer

costume designer

designer

lighting designer or operator

make-up artist

performer

production manager

props master

set designer and builder

sound designer and operator

stage manager

staging personnel.

Warm-up may include:

body conditioning and strength development

breathing techniques

contraction and release

coordination improvement and enhancement

musculoskeletal exercises

psycho-emotional exercises

slow and relevant stretching

strength development, flexibility and isometric control

vocal exercises.

Equipment and materials may include:

costumes

furniture

mirrors

musical instruments

props

safety equipment

scenery

springboards

trapezes.

Techniques may include:

adequate rehearsal time

focusing exercises

meditation techniques

relaxation techniques

warm-up routines.

Context of the performance may relate to:

accidents

disruption to performance

illness

injury

nature of the audience

nature of the venue

noise

other performers

unforeseen contingencies

weather.