Unit of competency details

Version 

Comments 

CUAPRF601A

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. Clarify artistic and creative goals for musical theatre performance

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

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

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

1.4. Apply principles of characterisation  to own character role in practice sessions

2. Rehearse musical theatre performances

2.1. Communicate in a way that contributes to a constructive rehearsal atmosphere

2.2. Respond promptly to direction  as required

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

2.4. Refine own character interpretation in conjunction with other performers

2.5. Improve own performance by incorporating relevant advice and feedback

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

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

2.8. Fully integrate required materials  into performances

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

3. Perform musical theatre

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

3.2. Apply a range of strategies to overcome performance anxiety 

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

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

3.5. Maintain concentration, stamina and focus for the duration of performances

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

3.7. Implement principles and characteristics of various performance techniques 

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

4. Evaluate musical theatre performances

4.1. Analyse musical theatre performances against previous work and creative goals to assess own technical and artistic development

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

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

5. Develop professional practice

5.1. Develop and refine professional work ethic 

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

5.3. Identify regimes and artistic strategies  that will refine own performance technique

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.

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.

Materials  may include:

• accessories
• audiovisual equipment
• costumes, including footwear
• hairstyle requirements
• make-up requirements
• props.

Warm-up and cool-down procedures  may 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.

Venues  may include:

• small and large theatres
• stadiums and arenas
• community halls
• urban and rural outdoor performance spaces.

Performance techniques  may refer to:

• control of stage
• energy and attack
• improvisation
• movement.

Contingencies  may include:

• forgetting lines or routines
• failure of technical equipment
• provocation from the audience
• sudden injury of self or fellow performers.

Feedback  may include:

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

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.

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.