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Evidence Guide: CUSMPF402A - Develop and maintain stagecraft 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

 

CUSMPF402A - Develop and maintain stagecraft skills

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

Develop stagecraft skills

  1. In consultation with relevant personnel, identify appropriate learning and stage experience opportunities to develop stagecraft skills relevant to area of music performance
  2. Identify own strengths and weaknesses and determine strategies to develop stagecraft skills in line with personal goals
  3. Plan stage image, including use of technology, to present a coherent and appropriate image that enhances performances
  4. Use rehearsal, stage opportunities and private practice to develop stagecraft skills
In consultation with relevant personnel, identify appropriate learning and stage experience opportunities to develop stagecraft skills relevant to area of music performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify own strengths and weaknesses and determine strategies to develop stagecraft skills in line with personal goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan stage image, including use of technology, to present a coherent and appropriate image that enhances performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use rehearsal, stage opportunities and private practice to develop stagecraft skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply stagecraft skills

  1. Present performance confidently and unselfconsciously
  2. Avoid mannerisms and facial expressions that distract attention from the performance and the image being projected
  3. Maintain appropriate eye contact with audience and use gesture appropriately
  4. Maintain performance energy and flexibility using appropriate spontaneous or rehearsed stage movements
  5. Pace performance to allow adequate energy output for the duration of performance
  6. Respond flexibly to the unexpected on stage or front of house, to maintain the flow and integrity of performances
  7. Interact cooperatively with other performers on stage and acknowledge their work appropriately
  8. Communicate effectively with audiences before, between and after performances
  9. Acknowledge applause in a manner that is appropriate to the context and sensitive to other performers
Present performance confidently and unselfconsciously

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Avoid mannerisms and facial expressions that distract attention from the performance and the image being projected

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain appropriate eye contact with audience and use gesture appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain performance energy and flexibility using appropriate spontaneous or rehearsed stage movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Pace performance to allow adequate energy output for the duration of performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond flexibly to the unexpected on stage or front of house, to maintain the flow and integrity of performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact cooperatively with other performers on stage and acknowledge their work appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate effectively with audiences before, between and after performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge applause in a manner that is appropriate to the context and sensitive to other performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain stagecraft skills

  1. Evaluate own stagecraft to improve performance and to broaden and enhance skills in line with personal goals and career aspirations
  2. Seek and use feedback from peers and leaders to improve performance and broaden and refine stagecraft skills
  3. Seek and use relevant publications, work and/or study opportunities in specific aspects of stagecraft
  4. Discuss perceived problems in developing stagecraft skills with relevant personnel to add value to performance and stage communication
Evaluate own stagecraft to improve performance and to broaden and enhance skills in line with personal goals and career aspirations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and use feedback from peers and leaders to improve performance and broaden and refine stagecraft skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and use relevant publications, work and/or study opportunities in specific aspects of stagecraft

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss perceived problems in developing stagecraft skills with relevant personnel to add value to performance and stage communication

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain stage fitness

  1. Use appropriate strategies to maintain stage fitness and to counter possible damage from practice, rehearsal and performance, and/or lifting and carrying
  2. Plan adequate rest breaks to maintain work performance and to counter stress and anxiety
Use appropriate strategies to maintain stage fitness and to counter possible damage from practice, rehearsal and performance, and/or lifting and carrying

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan adequate rest breaks to maintain work performance and to counter stress and anxiety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Avoid occupational hazards

  1. Identify and use appropriate mental and physical warm-up and warm-down exercises for all practice sessions, rehearsals and performances
  2. Verify safe sound levels and use strategies for controlling the length of exposure to protect hearing
  3. Perform in smoke-free environments wherever possible
  4. Identify the physical risks of carrying equipment and use safe lifting practices to avoid injury
  5. Apply healthy posture habits in practice, rehearsal and performance to maintain muscular and skeletal strength, avoid overuse injury, and prolong performing career
  6. Report injuries or symptoms according to designated procedures, or seek medical advice promptly
Identify and use appropriate mental and physical warm-up and warm-down exercises for all practice sessions, rehearsals and performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Verify safe sound levels and use strategies for controlling the length of exposure to protect hearing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform in smoke-free environments wherever possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the physical risks of carrying equipment and use safe lifting practices to avoid injury

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply healthy posture habits in practice, rehearsal and performance to maintain muscular and skeletal strength, avoid overuse injury, and prolong performing career

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Report injuries or symptoms according to designated procedures, or seek medical advice promptly

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:

develop and apply a range of stagecraft skills appropriate to the style of performance on at least three occasions

communicate effectively with audiences.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

opportunities to perform before an audience

use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

Method of assessment

The following assessment methods are appropriate for this unit:

observation or video recording of candidate during performances

written or oral questioning to test knowledge as listed in the required knowledge section of this unit

evaluation of documented or recorded discussion with candidate about personal career goals and the role stagecraft skills play in those

case studies as a basis for discussion of issues, methods and strategies associated with developing and maintaining stagecraft skills.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUSMPF401A Rehearse music for group performances

CUSMPF404A Perform music as part of a group

CUSMPF406A Perform music as a soloist

CUSMPF505A Perform improvisation for audiences.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

seek and use feedback from peers and leaders to improve stagecraft skills and performance

appropriately recognise and support the contribution of other artists

working creatively with individual differences

interact and collaborate with other artists to achieve required performance outcomes

listening skills sufficient to:

listen critically to the performance of others and respond appropriately

listen critically to and adjust own performance to achieve required outcomes

initiative and enterprise skills in the context of:

using original and innovative approaches in stage performances

understanding and expressing appropriate dramatic nuance

taking venue and style of show into account when performing

engaging with audiences in ways that entertain and enhance people's overall experience

learning skills in the context of accessing opportunities to improve stagecraft skills

self-management skills sufficient to:

observe protocols appropriate to the genre, style and context of performance

maintain an appropriate standard of stage presentation relevant to the area of specialisation

technical and problem-solving skills sufficient to use:

body appropriately in movement and breathing to enhance stage performance

instrument and performing spaces, dress, make-up and props in ways that enhance the overall performance

stage equipment and technology to enhance stage performance

techniques to control and enhance stage movement

Required knowledge

sound knowledge of:

range of genres and their musical forms and conventions in performance in selected area of specialisation

solo or group performance protocols and customs in selected area of specialisation

technical requirements of relevant instruments for accurate and appropriate performance in selected area of specialisation

issues and challenges that arise in the context of applying stagecraft skills to performances

OHS practices, procedures and standards as they apply to using musical instruments and performing in a range of environments

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:

performers

ensemble members

presenters

musical directors

stage directors

peers

conductors

tutors

mentors

technical crew.

Learning may take place through:

tutoring

mentoring

coaching

work experience

shadowing

structured or formal training

evaluating the work of others

continuing evaluation of own work

peer and audience feedback.

Stagecraft skills may include:

interaction with audiences

make-up and hair

posture

dress

movement

interaction with other performers

facial expressions

way of holding instruments or equipment, such as microphones

effective use of performance space and props.

Strategies for developing stagecraft skills may include:

working with a class or individual tutor

participating in professional development and other learning opportunities

participating in relevant groups or associations

studying the performance of others

communicating with peers

participating in professional forums

contributing to, and participating in, paid or amateur stage movement opportunities

being involved in a range of stagecraft activities.

Technology may include:

special-effects devices

lighting and lighting equipment

sound equipment

staging equipment

props.