Elements and Performance Criteria

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:
audience expectations
working cooperatively with others involved in performances
length of performances
adequate practice time
rehearsals
resources, such as:
appropriate footwear
costumes
instruments
instrumental accessories
microphones
scores
sheet music
tapes
props
sound equipment
production schedule
role of production personnel, including:
stage manager
technical crew
production manager
director
theatre conventions, e.g. call times
time
venue.
Relevant personnel may include:
agent
client
coach
conductor
medical personnel
mentor
musical director
performers
producer
psychologist
teacher
tutor.
Characteristics and likely causes of performance anxiety may include:
excess body tension
forgetting routines
inappropriate energy levels
incorrect timing
injury
lack of facial expression
lack of spatial awareness.
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.
Performers may refer to:
actors
dancers
musicians
orchestra
singers.
Methods to maintain physical and psychological condition may refer to:
maintaining a fitness regime
regular practice time
regular rehearsals
stretching and strengthening exercises.
Warm-up exercises may include:
barre and floor exercises
exercises for areas, such as:
body conditioning and strength development
flexibility
isometric control
coordination improvement and enhancement exercises
muscle contraction and release
exercises to loosen mouth, such as:
tongue
lips
soft palate
exercises to loosen face muscles, such as:
cheek
eye
jaw
gentle open vowel singing
isolation and mobility of body parts
maintaining good throat hydration with gentle gargling
slow and relevant stretching
slow and deep breathing.
Aspects of personal presentation may include:
accessories
costume, including footwear
demeanour
hair
make-up, such as:
body paint
face make-up
theatre make-up
observance of cultural or historical background of the dance style
posture
way of moving.

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:
apply basic strategies to overcome the effects of performance anxiety
use personal practice time and rehearsals to reach the standard required for performances
respond positively to constructive feedback on own performance
take account of personal health and safety considerations during practice sessions
communicate effectively with others involved in practice sessions or rehearsals
prepare personal presentation for performances.
Context of and specific resources for assessment
Assessment must ensure access to:
relevant resources and equipment
opportunities for rehearsals in either a real or simulated situation.
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 or live or recorded performances
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
analysis of candidate’s use of strategies and techniques for overcoming performance anxiety
case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of preparing self for performance
direct observation of candidate preparing for performances.
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:
CUADAN201A Develop basic dance techniques
CUADAN202A Incorporate artistic expression into basic dance performances.