Modification History
|
Version |
Comments |
|
CUAPRF402A |
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 develop the conceptual and expressive skills which enable performers to create their own distinctive style.
Application of the Unit
The skills and knowledge outlined in this unit apply to performers, such as singers, actors, dancers, circus performers and comedians, who need to refine their conceptual and expressive performance skills.
Performances may be in commercial, competition or community settings and performers would be working in ensembles, partnerships or solo.
At this level performers are refining their techniques through practice, and while some supervision and guidance may be present in practice, a high level of motivation and sense of responsibility for self and others are expected in live performances.
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. Practise artistic, conceptual and expressive skills |
1.1. Develop performance technique and apply knowledge gained to inform own artistic, conceptual and expressive skills and practice 1.2. Identify and use a range of opportunities to explore, develop and express artistic and creative ideas 1.3. Apply kinaesthetic awareness to practice and performances 1.4. Participate in performance events or master classes to stimulate and develop artistic practice |
|
2. Develop own creative voice |
2.1. Explore and experiment with new ideas to develop own expressive skills as a performer 2.2. Experiment with developing new interpretations of performance where appropriate 2.3. Explore and use technology where appropriate to express originality and expand own creative practice |
|
3. Evaluate and review own conceptual and expressive skills |
3.1. Assess and analyse performance elements , styles and techniques 3.2. Continuously evaluate own work to expand technical, creative and expressive range 3.3. Develop appropriate methods of recording own evaluations 3.4. Use feedback to identify and develop ways to improve conceptual and expressive performance skills |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication skills to:
- discuss a range of conceptual and expressive performance skills with relevant personnel
- respond appropriately to feedback and advice regarding own skill development and performance
- initiative and enterprise skills to:
- apply imagination, spontaneity and confidence appropriate to the performance
- use improvisational skills appropriate to the performance
- develop self-evaluation skills
- learning skills to:
- improve own performance techniques through practising conceptual and expressive skills
- use vocal range and articulation in a range of performance spaces
- use story-telling skills appropriate to the performance
- literacy skills to:
- analyse plays and scripts or other source materials
- document self-evaluation as required
- planning and organising skills to plan practice and performance time
- self-management skills to:
- dress appropriately for practice and performance
- follow direction as required
- apply safe performance practices
- teamwork skills to work collaboratively with others involved in practice and performances
- technology skills to explore and use audio and screen technology to expand own creative practice.
Required knowledge
- overview knowledge of:
- major theorists or exponents appropriate to the chosen performance genre
- historical, theoretical and cultural perspectives and conventions appropriate to the chosen performance genre
- copyright, moral rights and intellectual property issues and legislation associated with performing works
- OHS standards associated with performance
- well-developed knowledge of:
- moral, social, physical and psychological elements appropriate to the chosen performance genre
- performance styles, such as naturalistic and non-naturalistic
- key components of voice, its effect on the audience and vocal process
- alignment, breath and techniques for the release of tension
- kinaesthetic awareness
- body alignment and use of body parts
- relationship between performer and audience.
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.
|
Performance techniques may include: |
|
|
Conceptual skills may include: |
|
|
Expressive skills may include: |
|
|
Range of opportunities may include: |
|
|
Kinaesthetic awareness may relate to awareness of: |
|
|
Performance events may include: |
|
|
New interpretations may refer to: |
|
|
Use of technology may include: |
|
|
Performance elements may include: |
|
|
Appropriate methods of recording evaluations may include: |
|
|
Feedback may include advice from: |
|
Unit Sector(s)
Performing arts - performance
Custom Content Section
Not applicable.
