Assessor Resource

CUAPRF304A
Develop audition techniques

Assessment tool

Version 1.0
Issue Date: May 2024


Persons with basic performing skills who are pursuing a career in the entertainment, theatre and events industry apply the skills and knowledge outlined in this unit. Their skills could lie in fields such as music, dancing, acting, cabaret or street performance.

In a highly competitive market place it is essential that performers develop audition skills so that they can showcase their performance skills to prospective employers.

At this level performers would be applying their skills within a limited repertoire and often in ensemble performance.

This unit describes the performance outcomes, skills and knowledge required to develop and apply an understanding of the audition process in the live performance industry.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

rehearse a performance that meets the requirements of an auditioning body

perform proficiently for either a real or simulated audition

apply performance skills appropriate to audition

communicate effectively with others involved in the audition.

Context of and specific resources for assessment

Assessment must ensure access to:

relevant resources and equipment

opportunities for auditions in either a real or simulated situation

appropriate venue with adequate space for solo or ensemble performances.

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

verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit

direct observation, or video recordings, of candidate presenting a live audition performance

case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and presenting a live audition 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:

CUAPRF201A Prepare self for performances.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication, teamwork and organisational skills to:

respond appropriately to constructive feedback on own performance

respond appropriately to directions during auditions

present confidently in an audition situation

learning skills necessary for improving performance skills through practice

listening skills to monitor and adjust performance as required

literacy skills to interpret written instructions or pre-audition information provided by auditioning body

self-management and planning skills to:

attend rehearsals punctually

maintain an appropriate standard of personal presentation in an audition context

support ensemble members where necessary

technical and problem-solving skills to use basic performance techniques and adjust them to a range of predictable situations.

Required knowledge

broad understanding of OHS principles relevant to particular performance contexts, such as:

protection of body against overuse injury

safe lifting practices

audition protocols

well-developed knowledge of:

repertoire being presented for audition

performance vocabulary and terminology

basic performance techniques.

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.

Audition requirements may include:

set pieces for audition, such as:

performance of specific type of dance

specific songs or pieces of music

supplying own recorded music

length of auditions

presentation and dress standards

purpose

time

venue.

Relevant personnel may include:

teacher

coach

ensemble

mentor

other performers

auditioning body representatives

tutor.

Criteria used by auditioning bodies may include:

ability to work with others

accuracy of rendition

clarity

communication skills

confidence

footwork

mastery of routine

musical ability

presentation

punctuality

readiness to accept direction

rhythmic ability.

Suitable responsesmay include:

acceptance of offer

enquiry about audition results

request for feedback

letter of thanks for opportunity to audition.

Resourcesmay include:

appropriate footwear

costumes

sheet music

tapes or CDs

props.

Statutory requirements may relate to:

copyright

duty of care

permission for minors

OHS.

Relaxation techniques may include:

deep breathing

light aerobic exercises, such as:

meditation

imagery or conscious visualisation

affirmations

stretching.

Supporting materials may include:

resumes

demonstration videos

photographs

references.

Performance techniques may include:

audience engagement

comedy routines

contortions

falls and tumbles

juggling

magic routine

mime

musical performance

patter

patterns and sequences for ensemble performance

repertoire solo and ensemble protocols

songs

specific dance styles.

Appropriate contact details may include:

alternative phone numbers

email address

fax number

mobile phone number

parent or guardian details

times when available.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Discuss audition requirements with relevant personnel 
Become familiar with audition judging processes and criteria used by auditioning bodies 
Clarify audition notification processes and suitable responses 
Determine if audition requirements are within one’s range of abilities and seek advice from others as required 
Develop performance to suit auditioning body’s requirements 
Ensure that necessary resources for own performance are available for audition 
Rehearse audition performance and obtain feedback from relevant personnel 
Meet statutory requirements 
Arrive at venue punctually to allow for warm-up time and registration procedures 
Use relaxation techniques to overcome performance anxiety 
Ensure that dress and manner are appropriate to the audition context 
Present supporting material to auditioning personnel 
Present performance using knowledge of performance techniques, taking due care to synchronise with ensemble members as required 
Listen carefully and respond to instructions given during audition 
Maintain a positive and courteous manner with auditioning personnel and fellow performers 
At the completion of audition confirm an expected time for hearing the outcome and ensure that appropriate contact details have been given 
Where result is successful, obtain details of any follow-up which may be necessary 
In event of non-successful audition ensure that follow-up letters are sent to auditioning body expressing appreciation of opportunity 
Request feedback on performance from relevant personnel and note areas for future improvement 

Forms

Assessment Cover Sheet

CUAPRF304A - Develop audition techniques
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUAPRF304A - Develop audition techniques

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: