Unit of competency details

Version 

Comments 

CUAPRF504A

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  and 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. Perform warm-up and cool-down procedures  in conjunction with dance or movement activities

1.6. 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 and movement techniques

2. Explore and practise singing techniques for musical theatre

2.1. Develop listening skills  to produce and reproduce sound

2.2. Apply correct posture  and breathing techniques to facilitate free and flexible singing

2.3. Ensure maximum vocal range through practising relevant exercises 

2.4. Interpret the requirements of songs  to be performed

2.5. Practise a range of musical theatre singing styles  and genres using relevant vocal techniques 

2.6. Practise harmonising and singing in unison with other singers

2.7. Ensure phrasing is appropriate to the music

3. Explore and conceptualise acting skills

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

3.2. Explore techniques  to perform dialogue, sung dialogue and dialogue as underscored

3.3. Explore ways to advance and extend improvisations into a number of different stories

3.4. Identify characters’ actions  and intent and follow through in performance

3.5. Apply techniques to develop strong, flexible and safe movements

3.6. Experiment with various acting styles and methods  as appropriate

3.7. Apply advanced critical skills  to inform own technique

4. Practise performing a complex musical theatre role

4.1. Apply principles and characteristics  of various musical theatre performance techniques 

4.2. Integrate acting, singing and dancing or movement effectively to create a strong performance

4.3. Ensure balance in dynamics, style and musical expression with other singers is maintained throughout performances 

4.4. Respond promptly to cues  and synchronise entries and exits with other performers

4.5. Work towards controlling concentration and focus throughout performances

4.6. Effectively communicate interpretive requirements of other performers as required

4.7. Receive and integrate constructive criticism  into performance

5. Maintain expertise

5.1. Apply professional work ethic  to practice and performance activities

5.2. Incorporate injury-prevention techniques  into vocal, dance and movement activities

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

5.4. 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:

• maintain an effective physical conditioning program
• explore and practise a range of singing and vocal techniques for musical theatre performance
• in a learning environment, successfully perform a musical theatre role by integrating singing, dancing and acting techniques
• maintain own expertise in musical theatre performance skills.

Context of and specific resources for assessment 

Assessment must ensure access to:

• rehearsal and performance spaces 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 rehearsals and 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 musical theatre performance skills
• direct observation or video recording of the 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:

• CUADAN505A Refine contemporary dance technique
• CUADAN507A Refine dance partnering techniques
• CUAPRF501A Refine performance skills.

Relevant personnel  may include:

• choreographers
• voice or acting coaches
• colleagues
• directors
• family members
• medical practitioners
• mentors
• musical directors
• nutrition experts
• performers
• representatives of dance societies
• 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.

Listening skills  may include:

• active listening to others, including accompanist
• emulating sound
• singing in unison
• identifying harmonies
• identifying notes, chords and keys.

Correct posture  may refer to:

• chest comfortably raised
• feet slightly apart
• flat abdomen
• head facing straight ahead
• hips rotated forward
• knees bent
• shoulders down and back
• spine aligned.

Exercises  may include:

• articulation exercises
• humming
• breathing
• vocalising exercises beginning in mid-range, before extending to upper and lower registers.

Requirements of songs  may include:

• dynamics
• pitch
• genre
• melody
• tempo
• solo, duet or chorus.

Singing styles  may include:

• a cappella
• operetta
• jazz
• cabaret
• vaudeville
• rock opera
• traditional musical theatre
• avant garde.

Vocal techniques  may include:

• application of different vocal timbres
• breathing
• emphasis
• intonation
• maintaining vocal range, such as:

• upper register
• middle register
• lower register

• pace
• phrasing
• pitch placement
• resonance
• rhythm
• timing.

Dynamics of the human voice  may include:

• range
• sound
• tone
• accent
• release of the jaw
• floor of the breath
• floor of the sound.

Techniques  may include:

• breathe
• support
• phrasing
• pronunciation
• accent.

Characters’ actions  refer to:

• actions characters initiate in order to reach their objective, such as:

• persuading
• manipulating
• touching.

Acting styles and methods  may include:

• melodrama
• comedy
• tragedy
• Stanislavski method.

Advanced critical skills  may include:

• problem solving
• reflecting
• synthesising.

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.

Musical theatre performance techniques  may include:

• control of stage
• energy and attack
• articulation
• improvisation
• movement
• mime
• acting
• dancing
• balance and stillness
• vocal projection
• musical expression:

• expressive relationship with the accompanying music
• interpretation of music and rhythm

• non-verbal communication techniques, such as:

• grunts
• humming
• body language
• touch.

Performances  may be:

• in a learning environment
• in rehearsals
• live before an audience.

Cues  may be:

• dialogue
• lyrics
• beginning or ending of musical phrases
• visual.

Constructive criticism  may include:

• feedback from tutors, mentors and coaches
• feedback from peers
• self-evaluation
• video documentary.

Professional work ethic  may 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.

Injury-prevention techniques  may include:

• warming up and cooling down before and after class and performance
• wearing appropriate clothing and footwear
• applying intent and focus while dancing
• not overstretching
• wearing appropriate bandaging and bracing where appropriate to support body
• appropriate diet and rest
• using appropriate equipment, such as barre, mirror and sprung floors
• drinking plenty of water
• good vocal technique
• not smoking
• allowing no vocal strain
• avoiding stress.

Feedback  may include:

• director’s notes
• audience feedback
• discussion with other performers
• observations from peers.