Extend musical theatre performance skills to a professional level Evidence Guide

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Evidence Guide: CUAPRF601A - Extend musical theatre performance skills to a professional level

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

CUAPRF601A - Extend musical theatre performance skills to a professional level

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

Clarify artistic and creative goals for musical theatre performance

Consider the background and context of performance pieces and clarify the intent of the performance in relation to intended audience
Discuss with relevant personnel, aspects of own character role and interrelationships with other characters
Discuss with relevant personnel the elements of pieces and how they relate to own character role
Apply principles of characterisation to own character role in practice sessions

Consider the background and context of performance pieces and clarify the intent of the performance in relation to intended audience

Completed
Date:

Teacher:

Evidence:

Discuss with relevant personnel, aspects of own character role and interrelationships with other characters

Completed
Date:

Teacher:

Evidence:

Discuss with relevant personnel the elements of pieces and how they relate to own character role

Completed
Date:

Teacher:

Evidence:

Apply principles of characterisation to own character role in practice sessions

Completed
Date:

Teacher:

Evidence:

Rehearse musical theatre performances

Communicate in a way that contributes to a constructive rehearsal atmosphere
Respond promptly to direction as required
Practise and rehearse songs, dances and scenes until an optimum performance standard is reached
Refine own character interpretation in conjunction with other performers
Improve own performance by incorporating relevant advice and feedback
Identify dynamics of the human voice and apply to develop own unique voice as well as the character role
Engage fully in the artistic process to optimise the overall performance effect
Fully integrate required materials into performances
Analyse and synthesise own performance within the overall work to the required standard

Communicate in a way that contributes to a constructive rehearsal atmosphere

Completed
Date:

Teacher:

Evidence:

Respond promptly to direction as required

Completed
Date:

Teacher:

Evidence:

Practise and rehearse songs, dances and scenes until an optimum performance standard is reached

Completed
Date:

Teacher:

Evidence:

Refine own character interpretation in conjunction with other performers

Completed
Date:

Teacher:

Evidence:

Improve own performance by incorporating relevant advice and feedback

Completed
Date:

Teacher:

Evidence:

Identify dynamics of the human voice and apply to develop own unique voice as well as the character role

Completed
Date:

Teacher:

Evidence:

Engage fully in the artistic process to optimise the overall performance effect

Completed
Date:

Teacher:

Evidence:

Fully integrate required materials into performances

Completed
Date:

Teacher:

Evidence:

Analyse and synthesise own performance within the overall work to the required standard

Completed
Date:

Teacher:

Evidence:

Perform musical theatre

Perform warm-up and cool-down procedures in conjunction with performance activities
Apply a range of strategies to overcome performance anxiety
Integrate elements effectively to create a believable character and a strong story-telling performance
Adapt performances to the scale and nature of the venue and audience requirements
Maintain concentration, stamina and focus for the duration of performances
Perform in ways that add light and shade to characterisation and mood in line with creative objectives
Implement principles and characteristics of various performance techniques
Respond promptly and creatively to contingencies where required to maintain the integrity of performances

Perform warm-up and cool-down procedures in conjunction with performance activities

Completed
Date:

Teacher:

Evidence:

Apply a range of strategies to overcome performance anxiety

Completed
Date:

Teacher:

Evidence:

Integrate elements effectively to create a believable character and a strong story-telling performance

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Maintain concentration, stamina and focus for the duration of performances

Completed
Date:

Teacher:

Evidence:

Perform in ways that add light and shade to characterisation and mood in line with creative objectives

Completed
Date:

Teacher:

Evidence:

Implement principles and characteristics of various performance techniques

Completed
Date:

Teacher:

Evidence:

Respond promptly and creatively to contingencies where required to maintain the integrity of performances

Completed
Date:

Teacher:

Evidence:

Evaluate musical theatre performances

Analyse musical theatre performances against previous work and creative goals 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 musical theatre performances against previous work and creative goals 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:

Develop professional practice

Develop and refine professional work ethic
Develop realistic parameters as a basis for extending scope of performance practice
Identify regimes and artistic strategies that will refine own performance technique

Develop and refine professional work ethic

Completed
Date:

Teacher:

Evidence:

Develop realistic parameters as a basis for extending scope of performance practice

Completed
Date:

Teacher:

Evidence:

Identify regimes and artistic strategies that will refine own performance technique

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: clarify creative and artistic goals for characterisation and performance explore and experiment with advanced musical theatre performance techniques rehearse musical theatre performance effectively to achieve required performance standard integrate knowledge, technique and creativity in singing, acting and dance at an advanced level in the performance of musical theatre on at least two occasions seek and use constructive criticism to improve own musical theatre performance.
Context of and specific resources for assessment	Assessment must ensure access to: rehearsal and performance opportunities with appropriate flooring relevant resources and equipment.
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 extending musical theatre performance skills to a professional level direct observation of candidate rehearsing and performing complex musical theatre scenes and routines. 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: CUAOHS602A Develop techniques for maintaining resilience in a competitive environment.

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 appropriate to the performance

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:

develop and refine professional work ethic

integrate knowledge, technique and creativity in singing, acting and dance at an advanced level, either in group or solo work

receive and integrate constructive criticism of performance from peers or coaches

create own individual style, attitude and stage presence

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

planning and organising skills to:

effectively prepare for rehearsals and performances

plan practice time

design and implement appropriate warm-up techniques for voice and body

problem-solving skills to respond flexibly and effectively to contingencies

self-management skills to:

arrive punctually at rehearsals and performances

dress appropriately

follow direction

address own professional development needs

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

Required knowledge

well-developed knowledge of:

the history of musical theatre

distinguishing characteristics of musical theatre

influential performance theorists, choreographers and musical theatre directors

OHS standards associated with performance

comprehensive knowledge of:

characterisation, including moral, social, physical and psychological

performance styles appropriate to the performance, 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

effective acting, singing and dancing techniques

acting, singing and movement terminology

relationship between acting, singing, dancing and movement

stylistic nuances and dramatic elements associated with various performance styles

performance environment.

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.

Relevant personnel may include:	agents directors producers fellow performers mentors teachers coaches choreographers musical directors conductors.
Aspects of character role may include:	what other characters say about your character what the writer details in stage directions clues to the character from the dialogue, punctuation and rhythm of the text of the character references and resonances to other stories, archetypes, symbols and metaphors.
Elements may include:	movement music songs dance acting dramatic elements, such as: climax contrast mood rhythm sound space symbol timing tension focus.
Principles of characterisation may include:	voice, such as: accent timbre pitch physicality non-verbal communication and body language style, such as: naturalistic melodramatic.
Direction refers to:	advice and instruction from: directors musical directors choreographers stage managers.
Dynamics of the human voice may include:	range sound tone accent release of the jaw floor of the breath floor of the sound.
Materialsmay include:	accessories audiovisual equipment costumes, including footwear hairstyle requirements make-up requirements props.
Warm-up and cool-down proceduresmay include:	aerobic activities anaerobic exercises 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 joint-mobility exercises stretching vocalising exercises beginning in mid-range, before extending to upper and lower registers.
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 and conscious visualisation affirmations stretching deep breathing light aerobic exercises maintaining a work-life balance mental rehearsal warm-up routines.
Venuesmay include:	small and large theatres stadiums and arenas community halls urban and rural outdoor performance spaces.
Performance techniquesmay refer to:	control of stage energy and attack improvisation movement.
Contingenciesmay include:	forgetting lines or routines failure of technical equipment provocation from the audience sudden injury of self or fellow performers.
Feedbackmay include:	director’s notes audience feedback discussion with other performers observations from peers.
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.
Extending scope of performance practice may include:	working effectively with tutor or coach participating in professional development and other learning opportunities undertaking training courses practising systemically participating in relevant groups or associations experimenting with own performance communicating with peers being involved in a range of relevant performance activities viewing and reviewing relevant performance events and activities.
Regimes and artistic strategies may include:	lectures seminars conferences symposiums master classes professional organisations practical workshops performance rehearsals individual training.

NTISthis.com

Evidence Guide: CUAPRF601A - Extend musical theatre performance skills to a professional level

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUAPRF601A - Extend musical theatre performance skills to a professional level

Clarify artistic and creative goals for musical theatre performance

Rehearse musical theatre performances

Perform musical theatre

Evaluate musical theatre performances

Develop professional practice

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _