Refine performance skills Evidence Guide

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Evidence Guide: CUAPRF501A - Refine performance skills

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

CUAPRF501A - Refine performance skills

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

Display professionalism in performance practice

Anticipate and prepare in advance for production requirements
Demonstrate increasing responsibility in working on solo or extra group sections
Devote extra time and show initiative in working towards cohesive group performances
Contribute to the advancement of creative and artistic goals with increasing confidence and skill
Develop a professional work ethic

Anticipate and prepare in advance for production requirements

Completed
Date:

Teacher:

Evidence:

Demonstrate increasing responsibility in working on solo or extra group sections

Completed
Date:

Teacher:

Evidence:

Devote extra time and show initiative in working towards cohesive group performances

Completed
Date:

Teacher:

Evidence:

Contribute to the advancement of creative and artistic goals with increasing confidence and skill

Completed
Date:

Teacher:

Evidence:

Develop a professional work ethic

Completed
Date:

Teacher:

Evidence:

Explore and conceptualise performance skills

Discuss with relevant personnel complex understanding of the principles and characteristics of technique
Explore and evaluate a range of advanced approaches to technique
Explore ways to extend improvisations into a number of situations as required
Evaluate a range of ways in which technique can be used to create complex sequences
Apply advanced critical skills to inform own technique
Receive and integrate constructive criticism into performance of technique

Discuss with relevant personnel complex understanding of the principles and characteristics of technique

Completed
Date:

Teacher:

Evidence:

Explore and evaluate a range of advanced approaches to technique

Completed
Date:

Teacher:

Evidence:

Explore ways to extend improvisations into a number of situations as required

Completed
Date:

Teacher:

Evidence:

Evaluate a range of ways in which technique can be used to create complex sequences

Completed
Date:

Teacher:

Evidence:

Apply advanced critical skills to inform own technique

Completed
Date:

Teacher:

Evidence:

Receive and integrate constructive criticism into performance of technique

Completed
Date:

Teacher:

Evidence:

Prepare to perform complex roles before audiences

Ensure that performance is well-rehearsed to ensure clarity and confidence
Design and conduct relevant warm-up techniques in an appropriate space without causing undue distraction to self and others
Ensure relevant materials are available and in good working order according to performance requirements
Identify and implement a range of strategies to overcome performance anxiety and to relax self and other performers

Ensure that performance is well-rehearsed to ensure clarity and confidence

Completed
Date:

Teacher:

Evidence:

Design and conduct relevant warm-up techniques in an appropriate space without causing undue distraction to self and others

Completed
Date:

Teacher:

Evidence:

Ensure relevant materials are available and in good working order according to performance requirements

Completed
Date:

Teacher:

Evidence:

Identify and implement a range of strategies to overcome performance anxiety and to relax self and other performers

Completed
Date:

Teacher:

Evidence:

Perform complex roles for audiences

Adapt performances to the scale and nature of venues and audience requirements
Control concentration and focus throughout performances
Implement principles and characteristics of various performance techniques
Maintain optimum performance standards for the duration of performances
Effectively communicate the interpretive requirements of other performers as required
Perform in a style appropriate to the context of performances
Respond promptly, flexibly and effectively to contingencies as required to maintain the integrity of performances

Adapt performances to the scale and nature of venues and audience requirements

Completed
Date:

Teacher:

Evidence:

Control concentration and focus throughout performances

Completed
Date:

Teacher:

Evidence:

Implement principles and characteristics of various performance techniques

Completed
Date:

Teacher:

Evidence:

Maintain optimum performance standards for the duration of performances

Completed
Date:

Teacher:

Evidence:

Effectively communicate the interpretive requirements of other performers as required

Completed
Date:

Teacher:

Evidence:

Perform in a style appropriate to the context of performances

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Analyse and evaluate performances

Analyse and assess performances against previous work to assess own technical and artistic development
Identify and observe weaknesses and errors in performances and develop strategies to improve performance
Analyse and evaluate feedback and criticism and develop strategies for possible adjustments to future work

Analyse and assess performances against previous work to assess own technical and artistic development

Completed
Date:

Teacher:

Evidence:

Identify and observe weaknesses and errors in performances and develop strategies to improve performance

Completed
Date:

Teacher:

Evidence:

Analyse and evaluate feedback and criticism and develop strategies for possible adjustments to future work

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: display professionalism in performance practice explore and refine advanced performance skills effectively prepare for performances perform complex roles for audiences with confidence and precision critically analyse own performance.
Context of and specific resources for assessment	Assessment must ensure access to: rehearsal and performance opportunities relevant source materials and texts.
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 refining performance skills direct observation of candidate rehearsing and performing complex sequences. 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: CUADAN503A Perform repertoire for corps de ballet CUADAN504A Perform solo variations CUADAN505A Refine contemporary dance technique CUADAN507A Refine dance partnering techniques.

Required Skills and Knowledge

Required skills

communication skills to:

discuss interpretive requirements with other performers

discuss ideas with others to inform own performance

respond appropriately to feedback on own skill development and performance

work creatively with individual differences

initiative and enterprise skills to:

apply imagination, spontaneity and confidence to performances

use improvisation appropriate to chosen technique

develop own critical analysis skills

perform with precision, style and strong stage presence

communicate the mood or style of performance pieces to audiences

use props confidently and effectively

respond to other performers and adjust own performance accordingly

learning skills to:

refine performance skills by exploring and evaluating a range of advanced approaches to performance techniques

integrate technical skills learned in the classroom into rehearsal and performance situations

receive and integrate constructive criticism of performance from peers or coaches

literacy skills to analyse source materials, such as scripts or texts

planning and organising skills to:

effectively prepare for rehearsals and performances

plan practice time

design and implement appropriate warm-up techniques

problem-solving skills to:

make complex judgements to advance own technique

respond flexibly and effectively to contingencies

self-management skills to:

arrive punctually at classes, rehearsals and performances

dress appropriately

observe performance discipline and follow direction

develop a professional work ethic

teamwork skills to work collaboratively with others involved in rehearsals and performances.

Required knowledge

broad knowledge of:

performance theorists, choreographers, theatre directors and movement styles and forms relevant to chosen performance technique

historical and theoretical contexts for performance and how this may be used to inform own artistic practice

application of physical properties and capabilities of materials, tools and equipment to chosen performance technique

OHS standards associated with performance

comprehensive knowledge of:

moral, social, physical and psychological elements appropriate to chosen performance technique

performance styles appropriate to technique, such as naturalistic and non-naturalistic

effect of voice and vocal processes on audiences

alignment, breath and techniques for the release of tension

kinaesthetic awareness

body alignment and use of body parts

performance terminology

relationship between performers and audiences

stylistic nuances and dramatic elements associated with various performance styles

performance environment

issues associated with characterisation, such as:

moral

social

physical

psychological

cultural perspectives related to 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.

Production requirements may include:	wardrobe fittings technical rehearsals meetings spacing plotting previews.
Professional work ethicmay refer to:	attentive behaviour in creative practice awareness of: substance abuse addictive behaviours expectations of others eating disorders effective management of personal finances balanced diet energy levels and personal limitations stage and theatre etiquette developing strategies to: cope with performance anxiety maintain motivation effective personal hygiene habits, such as: clean and short nails clean and tied-up hair clean hands ongoing dedication to a physical conditioning exercise program maintaining concentration, focus and physical alertness in performance activities maintaining costumes and other apparel maintaining a work-life balance punctuality and reliability working creatively with individual differences.
Relevant personnel may include:	agents choreographers directors producers fellow performers mentors production managers stage managers teachers coaches musical directors conductors.
Principles and characteristics may include:	dramatic elements: climax contrast mood rhythm sound space symbol timing tension focus 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.
Technique may include:	acting dance singing voice improvisation mask clown puppetry and object manipulation physical theatre movement mime circus acrobatics.
Advanced approaches may include:	translating theory into practice demonstrating advanced skills: vocabulary acting vocal physical manipulations using private practice involving character, vocal or manipulation skills.
Complex sequences may include:	entire character journey for a major production, which may be scripted or self-devised original work for non-narrative or verbal theatre.
Advanced critical skills may include:	problem solving reflecting synthesising.
Constructive criticism may include:	feedback from tutors, mentors and coaches feedback from peers self-evaluation video documentary.
Warm-up techniques may include:	aerobic activities anaerobic exercises body conditioning and strength development breathing techniques coordinated breathing activities exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw flexibility exercises floor work gentle open vowel singing isolation and mobility of body parts joint-mobility exercises stretching whole body relaxation exercises, such as: tai chi yoga vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Materialsmay include:	accessories audiovisual equipment costumes, including footwear hairstyle requirements make-up requirements props.
Strategies to overcome performance anxiety may include:	adequate rehearsal focusing on a single element or action at a time relaxation techniques, such as: meditation imagery or conscious visualisation affirmations stretching deep breathing light aerobic exercises maintaining a work-life balance mental rehearsal warm-up routines.
Contingenciesmay include:	forgetting lines and routines failure of technical equipment provocation from the audience sudden injury of self or fellow performers.

NTISthis.com

Evidence Guide: CUAPRF501A - Refine performance skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUAPRF501A - Refine performance skills

Display professionalism in performance practice

Explore and conceptualise performance skills

Prepare to perform complex roles before audiences

Perform complex roles for audiences

Analyse and evaluate performances

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _