Modification History
|
Version |
Comments |
|
CUAPRF201A |
This version first released with CUA11 Live Performance Training Package version 1.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to prepare to perform at a basic level before audiences.
Application of the Unit
People who want to pursue a career as performers in the entertainment, theatre and events industries apply the skills and knowledge outlined in this unit. They could be training to be actors, dancers, circus performers, musicians or vocalists.
From an early stage in their careers, performers need to develop skills associated with preparing themselves adequately to perform before audiences in contexts as varied as small and large entertainment venues, street festivals, corporate functions and community events.
The development of these skills is usually carried out in private practice, rehearsal and performance settings and under supervision and guidance.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
|
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. |
Elements and Performance Criteria
|
1. Develop an understanding of live performance requirements |
1.1. Discuss issues related to performances with relevant personnel 1.2. In consultation with relevant personnel, identify the characteristics and likely causes of performance anxiety 1.3. Identify and implement a range of strategies to overcome performance anxiety to suit own needs and circumstances |
|
2. Rehearse for performances |
2.1. Maintain personal practice to achieve the required standard for rehearsals and performances 2.2. Participate in rehearsals as required and adjust performance techniques in response to feedback from others 2.3. Critically analyse own performance and the performance of others to inform own work 2.4. Respond to other performers and adjust own performance in ensemble as required |
|
3. Use body effectively and safely |
3.1. Observe OHS principles in private practice and in performances 3.2. Assess and monitor body to realise its own potential and limitations and maximise performance 3.3. Avoid danger of injury both to self and others through controlled use of body to maximise performance 3.4. Note possible stresses and strains of activity on specific parts of the body and take suitable preventative measures to minimise them 3.5. Where damage is done or suspected, seek advice promptly from appropriate sources and take recommended remedial action |
|
4. Prepare for performances |
4.1. Use appropriate methods to maintain physical and psychological condition for performances 4.2. Undertake appropriate mental preparation and physical warm-up exercises to ensure readiness for performance 4.3. Ensure that personal presentation is appropriate to performance contexts |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication, teamwork and organisational skills to:
- respond appropriately to constructive feedback on own performance in rehearsals
- work collaboratively with others involved in rehearsals and practice sessions
- initiative and enterprise skills to implement appropriate strategies to overcome performance anxiety
- learning skills to prepare for live performance through practice, preparation and rehearsals
- listening skills to:
- maintain correct tempi in performance pieces as required
- monitor and adjust performance in practice and rehearsals as required
- literacy skills to interpret and clarify written or verbal instructions
- self-management skills to:
- demonstrate reliability in agreed work commitments
- identify areas of weakness and plan practice accordingly
- maintain an appropriate standard of personal presentation in a performance context
- meet deadlines and prioritise tasks
- practice and perform with due regard to personal health and safety considerations
- set personal goals
- technical and problem-solving skills to use a range of techniques in area of specialisation in rehearsals and performances.
Required knowledge
- basic knowledge of:
- appropriate strategies and psychological tools that can be used to overcome performance anxiety
- role of make-up and hairstyling in performance
- stage production, including aspects of staging and the creation of dramatic effect
- theatre conventions
- broad knowledge of:
- issues and challenges that arise in the context of preparing for performances
- OHS legislation and principles relevant to particular performance contexts, such as:
- hearing protection
- performance anxiety
- policies and best practice
- protection of body against overuse injury
- safe lifting practices
- principles and techniques in area of specialisation
- repertoire relevant to the technique or area of specialisation.
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:
|
|
Context of and specific resources for assessment |
Assessment must ensure access to:
|
|
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:
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:
|
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.
|
Issues may include: |
|
|
Relevant personnel may include: |
|
|
Characteristics and likely causes of performance anxiety may include: |
|
|
Strategies to overcome performance anxiety may include: |
|
|
Performers may refer to: |
|
|
Methods to maintain physical and psychological condition may refer to: |
|
|
Warm-up exercises may include: |
|
|
Aspects of personal presentation may include: |
|
Unit Sector(s)
Performing arts - performance
Custom Content Section
Not applicable.
