Unit of competency details

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Comments 

CUAPRF407A

This version first released with CUA11 Live Performance Training Package version 1.0

Element 

Performance Criteria 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Maintain a physical conditioning program

1.1. Consult with relevant personnel  to identify a range of techniques to improve stamina, strength and flexibility

1.2. Set realistic physical conditioning goals aimed at improving musical theatre techniques

1.3. Identify risk factors  that may inhibit the achievement of goals and seek professional advice as required

1.4. Take fatigue, personal limitations and boundaries into account when undertaking physical conditioning program

1.5. Always perform warm-up and cool-down procedures  in conjunction with dance activities

1.6. Always perform vocal warm-up procedures  in conjunction with vocal activities

1.7. Ensure that clothing and footwear are appropriate for undertaking exercise regime and practising dance technique

2. Use practice sessions to increase level of expertise in dance techniques

2.1. Follow safe dance practice 

2.2. Apply correct posture and body alignment  appropriate to musical theatre style and movements

2.3. Apply isolation and coordination of upper and lower body within complex movement sequences

2.4. Apply balance, flexibility, stamina, coordination and weight transfer skills, and control and articulation of individual body parts in an integrated manner in a range of exercises 

2.5. Apply memory retention, control and attention to detail when performing complex phrases  of dance movements

2.6. Practise dance combinations to a mixed metre

2.7. Incorporate musicality, rhythm and correct timing into performances

2.8. Apply understanding of the relationship between musical theatre styles and the accompanying music  or other media 

2.9. Incorporate spatial awareness, connectivity and interactive skills when performing with others

3. Use practice sessions to increase level of expertise in musical theatre techniques

3.1. Apply correct posture and breathing techniques

3.2. Apply appropriate dynamics  and pitch 

3.3. Practise singing in tune with others

3.4. Ensure phrasing is appropriate to the music

3.5. Experiment with various acting styles and methods  as appropriate

3.6. Sustain complex characterisation through musicality, dance and voice phrasing, and correct timing as choreographed

3.7. Work on incorporating complex expressive qualities into musical theatre techniques

3.8. Incorporate complex dance and vocal techniques to confidently portray choreographic and dramatic intentions

4. Maintain expertise

4.1. Continuously practise and refine combinations of complex movements and routines

4.2. Maintain and update knowledge of musical theatre terminology

4.3. Use feedback from teachers and mentors to identify and develop ways to improve own musical theatre techniques

4.4. Regularly view performances by industry practitioners as a way of sourcing new ideas and trends, maintaining motivation, and improving own technique

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the ability to:

• perform, in a learning environment, a range of routines in at least one musical theatre style in a way that demonstrates:

• choreographic intention
• well-developed musical theatre performance technique

• follow safe dance practice
• respond appropriately to constructive feedback on own performance.

Context of and specific resources for assessment 

Assessment must ensure access to:

• relevant music, resources and equipment
• appropriate dance performance areas or spaces.

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
• 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 performing musical theatre
• evaluation of live or recorded performances
• direct observation or video recording of the candidate in practice sessions or rehearsals.

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:

• CUADAN407A Develop expertise in dance performance skills
• CUAPRF401A Employ a range of acting skills in performance
• CUAPRF402A Develop conceptual and expressive skills as a performer
• CUSMPF407A Develop vocal techniques.

Relevant personnel  may include:

• coaches
• colleagues
• family members
• medical practitioners
• mentors
• nutrition experts
• performers
• teachers.

Risk factors  may relate to:

• body image and eating disorders
• consistency of a physical fitness regime
• expectations of others
• gender-appropriate performance techniques
• gender issues
• poor nutrition
• incorrectly fitting footwear
• injury-prevention strategies
• insufficient hydration
• own ambition.

Warm-up and cool-down procedures  may include:

• aerobic activities
• anaerobic exercises
• body conditioning and strength development
• breathing techniques
• coordinated breathing activities
• flexibility exercises
• floor work
• isolation and mobility of body parts
• joint-mobility exercises
• stretching.

Vocal warm-up procedures  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.

Safe dance practice  may include:

• adjusting performance to venue
• breathing exercises
• correct execution of dance steps
• appropriate clothing and footwear
• doing exercises and performing routines on flooring appropriate to genre and style of dance, including:

• sprung softwood
• tarkett
• sprung parquet
• tongue and groove hardwood

• logical sequencing of dance movements
• nutrition and diet
• spatial awareness
• understanding the body’s capabilities and limitations, including:

• alignment
• flexibility (mobility)
• strength (stability)
• cardiorespiratory endurance
• muscular endurance

• warm-up and cool-down procedures, such as:

• gentle stretch
• aerobic exercises
• anaerobic exercises.

Body alignment  refers to:

• proper alignment of the torso, hips, limbs, spine and shoulders in poses and movements, such as:

• ear over the shoulder over the hips
• knee over the ankle

• skeletal alignment throughout movements.

Exercises  may relate to practising:

• complex elevation techniques
• complex falling techniques
• complex turning techniques
• complex weight transfer techniques
• demonstrating an awareness of personal and general space when travelling and stationary
• focusing eyes and mind while performing
• interpreting rhythm to movement
• isocentric and polycentric isolations
• locomotor exercises and sequences, such as:

• pirouettes
• posés piqués
• pencil turns
• châinés
• kicks
• jumps and leaps

• maintaining rhythm and tempo
• non-locomotor techniques, such as:

• balance
• stillness

• using arm lines appropriately and extensively
• working at differing tempos
• working on centre and off centre
• working in a cohesive partnership with a peer and interpreting a dance style.

Complex phrases  refer to:

• ‘chaining’ or joining and sequencing of steps and movements or combinations of steps and movements.

Accompanying music  may include:

• a cappella
• contemporary or soundscape
• instrumental
• live or recorded
• traditional or folk
• vocal.

Other media  may include:

• design elements, such as performance lighting
• projections
• props.

Dynamics  refers to:

• variations of the intensity of resonance (volume).

Pitch  refers to:

• range from high to low.

Acting styles and methods  may include:

• melodrama
• comedy
• tragedy
• Stanislavski method.