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.

Anatomy and physiology may include:
articulators
flexible front of the tongue
larynx
lips
lungs
middle or back of the tongue
root of the tongue
thoracic muscles
trachea and muscles
windpipe
vocal folds within the larynx.
Physical posture and stancemay relate to:
chest comfortably raised
feet slightly apart
flat abdomen
head facing straight ahead
hips rotated forward
knees bent
shoulders down and back
spine aligned.
Relevant personnel may include:
client
musical director
producer
performer
mentor
teacher
coach
tutor
conductor
agent
medical personnel
psychologist.
Factorsmay include:
breathiness
differences in individual size, such as:
body
features
vocal cords
gender
genetic disorders
lesions and growths
speech impediments
unhealthy behaviours, such as substance abuse.
Vocalwarm-up routines may include:
deep breathing exercises, especially for abdominal breathing
exercises to loosen mouth, such as:
tongue
lips
soft palate
exercises to loosen face muscles, such as:
cheek
eye
jaw
gentle open vowel singing
maintaining good throat hydration with gentle gargling
tongue twisters
whole body relaxation exercises, such as:
tai chi
yoga
vocalising exercises beginning in mid-range before extending to upper and lower registers.
OHS procedures may include:
air control, inside and outside facilities
wearing appropriate workwear
awareness of own health status before and during activity
awareness of repetitive movement, fatigue and prevention of injuries
commitment to regular exercise to protect the body from injury
gender-specific exercises to protect the body from injury
identifying hazards and assessing risks
lighting, heating and air-conditioning that meet regulations
maintaining sufficient hydration
identifying and addressing specific health implications, such as:
smoking
eating disorders
sufficient and effective warm-up and cool-down techniques
volume levels for self and others.
Vocal techniques may include:
application of different vocal timbres
breathing
emphasis
intonation
maintaining vocal range, such as:
upper register
middle register
lower register
pace
phrasing
pitch placement
resonance
rhythm
timing.
Exercises may include:
acquiring vocal techniques, such as:
legato
staccato
control of dynamics
rapid figurations
learning to comfortably sing wide intervals
appropriate physical posture
audibility, diction clarity, articulation and vocal placement
developing:
vocal strength
stamina
range
projection
flexibility developing breath control:
setting up control period (suspension)
controlled exhalation period (phonation)
recovery period
imagery or visualisation techniques to enhance performances
study of acoustic phonetics.
Resonators may include:
chest
tracheal tree
larynx
pharynx
oral cavity
nasal cavity
sinuses.
Dramatic text styles and performance circumstances may include:
formal debating
plays on a stage
plays or sketches in the round or outdoors
presentation of information to an audience
speech styles, such as:
accent
dialect
phonetics
text styles, such as:
comedy
plays
poetry
songs
speeches.
Protocols and cultural maintenance include:
rules of behaviour, which include governing communication, access to and use of cultural information and practices that form the heritage of the diverse range of Aboriginal and Torres Strait Islander societies
following community protocols and rules of behaviour, including:
obtaining and sharing information and materials
visiting individuals and communities and requesting permission for activities
strategies may include:
non-verbal techniques, such as gestures
display of positive regard and respect
non-judgemental approaches
forming partnerships with cultural groups to achieve particular work goals
monitoring and reflecting on own actions to ensure cultural values are not imposed on others
protection and sustainability of:
natural and cultural integrity
stories
song lines
spiritual practices
artefacts
sites of significance
language
responsibilities and obligations to individuals, country and the community
authentic replication of approved:
cultural stories
music in the dance form for demonstration of culture outside the community environment
issues relating to protection and exploitation of cultural heritage material may include:
Indigenous communal rights
Indigenous cultural and intellectual property
laws relating to fraud and forgery
import and export of culturally significant objects
issues that may threaten beliefs and knowledge related to traditional land, sea-lore, law, family and ancestors.
Non-verbal communication principles may include:
body language
emotional vocal sounds, such as:
grunts
silence
space
time or timing
eye contact
facial expression
gestures and touch
physical posture
voice quality and speaking style.
Dramatic or emotive nuances may include:
physical posture and body language
gestures and touch
facial expression and eye contact
environment and objects, such as:
clothing
props
hairstyles
symbols or graphics
voice quality and speaking style
interpretation of emotion
vocal sounds, including:
grunts
silence
space
timing.
Feedback may refer to:
audience feedback
evaluation from teachers
360 degree feedback
mentor relationship
listening to own and others’ performances
observations of performances.

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 knowledge of anatomy and physiology to vocal exercise routines
articulate non-verbal communication in relation to written or spoken text
correctly perform vocal exercises while employing appropriate posture and breathing techniques
improvise performance in an appropriate manner
follow safe vocal practices
respond appropriately to feedback and evaluation.
Context of and specific resources for assessment
Assessment must ensure access to:
performance texts and opportunities
appropriate venue with adequate space, acoustic qualities and safe flooring.
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 developing vocal techniques for performances
group discussion
journal work, including recording and evaluating the exercise methodology, and evaluating the performance
direct observation or video recording of candidate in rehearsals and 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:
CUAMPF301A Employ music and singing in performance
CUAPRF301A Create and tell stories
CUAPRF302A Develop basic acting skills
CUAPRF304A Develop audition techniques.