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.

Performance techniques may include:
acrobatics
acting
circus skills
clowning
dance
improvisation
mask
mime
movement
physical theatre
puppetry and object manipulation
voice.
Members of the performance team may include:
artistic director
choreographer
costume designer
designer
lighting designer or operator
make-up artist
performer
production manager
props master
set designer and builder
sound designer and operator
stage manager
staging personnel.
Warm-up may include:
body conditioning and strength development
breathing techniques
contraction and release
coordination improvement and enhancement
musculoskeletal exercises
psycho-emotional exercises
slow and relevant stretching
strength development, flexibility and isometric control
vocal exercises.
Equipment and materials may include:
costumes
furniture
mirrors
musical instruments
props
safety equipment
scenery
springboards
trapezes.
Techniques may include:
adequate rehearsal time
focusing exercises
meditation techniques
relaxation techniques
warm-up routines.
Context of the performance may relate to:
accidents
disruption to performance
illness
injury
nature of the audience
nature of the venue
noise
other performers
unforeseen contingencies
weather.

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:
respond appropriately to contingencies and performance context
demonstrate appropriate performance skills
demonstrate refinement of technique during performances
provide critical analyses of own and others’ performances
work collaboratively with production teams and other performers.
Context of and specific resources for assessment
Assessment must ensure:
opportunities for full performance with production team and other performers
well-equipped stage or performance area for adequate rehearsals.
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
observation of candidate contributing to discussions about own performance and that of others
verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
discussion of issues and challenges that arise in the context of performing
review of participant’s work performance during performance
direct observation or video recording of candidate during performance.
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:
CUAPRF402A Develop conceptual and expressive skills as a performer
CUAPRF405A Rehearse technique for performance.