In a highly competitive market place it is essential that performers know how to prepare for and perform in competitive performance environments. The skills and knowledge outlined in this unit apply to performers, such as actors, dancers, musicians and vocalists.
At this level, performers are expected to be able to think on their feet by using initiative and sound judgement and to apply theoretical concepts and creative skills when responding to the unpredictable in a range of live performance situations.
Not applicable.
1. Plan program to be presented | 1.1. Confirm audition or competition requirements in consultation with relevant personnel 1.2. Undertake background research to determine the best way to approach audition or competition 1.3. Prepare a varied program that demonstrates own strengths in performance and that is well within the technical and stylistic ability of other performers required for performances 1.4. Observe protocols associated with the audition or competition context 1.5. Confirm arrangements with others as required to allow maximum rehearsal time 1.6. Where possible test venues and facilities in advance or inspect to assess warm-up possibilities 1.7. Organise promotional materials for presentation as required |
2. Prepare for performances | 2.1. Cost purchase or hire of resources and acquire as required 2.2. Comply with statutory requirements for music to be performed or used 2.3. Ensure that resources are available, functioning and ready to hand |
3. Present performances | 3.1. Arrive at venue punctually to allow for warm-up time and registration procedures 3.2. Use relaxation techniques to overcome performance anxiety as required 3.3. Ensure that dress and manner are appropriate to the performance context 3.4. Present promotional materials as required 3.5. Apply live performance knowledge and appropriate techniques to perform pieces to best of one’s ability 3.6. Listen carefully and respond to instructions given during audition or competition, including cutting off performances if and when instructed 3.7. Maintain a positive and courteous manner with others involved in audition or competition 3.8. If possible, organise for performance to be recorded |
4. Review performances | 4.1. Undertake follow-up required after audition or competition 4.2. Review any recording of own performance to determine areas for future improvement 4.3. Seek feedback from others and incorporate suggestions into future preparation for auditions and competitions |
Required skills
communication, teamwork and organisational skills to:
respond appropriately to constructive feedback on own performance
respond appropriately to directions during auditions and competitions
present confidently in a competitive environment
initiative and enterprise skills to perform in a range of ways appropriate to the performance context
learning skills to improve live performance skills and expression through practice
listening skills to:
monitor and adjust performance as required
maintain correct tempi in movement sequences
literacy skills to interpret written instructions or information provided related to auditions and competitions
self-management and planning skills to:
plan performance program and practice time
identify areas of weakness and plan practice accordingly
maintain an appropriate standard of personal presentation in a competitive performance environment
technical and problem-solving skills to:
use a range of techniques in area of specialisation
respond appropriately to the unexpected in a competitive performance environment.
Required knowledge
broad understanding of OHS principles and legislation relevant to particular performance contexts, such as:
hearing protection
performance anxiety
policy and best practice
protection of body against overuse injury
safe lifting practices
issues and challenges that arise in the context of performing in a competitive performance environment
competition and audition protocols
well-developed knowledge of:
repertoire relevant to the technique or area of specialisation
performance vocabulary and terminology
principles and techniques in area of specialisation.
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: prepare a program that meets the requirements of a competitive performance environment perform proficiently in a competitive performance environment on at least two occasions (either real or simulated) apply interpretation and expression skills communicate effectively with others involved in competitive performance environments. |
Context of and specific resources for assessment | Assessment must ensure access to: relevant resources and equipment opportunities for competitive performance situations in either a real or simulated situation appropriate venue with adequate space for solo performances. |
Method of assessment | The following assessment methods 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 recording of candidate performing in a competitive performance environment case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in preparing for and presenting in a competitive performance environment. 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: CUAOHS602A Develop techniques for maintaining resilience in a competitive environment CUAPRF402A Develop conceptual and expressive skills as a performer CUAPRF501A Refine performance skills. |
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.
Requirements may include: | accompaniment content, including: contrasts within the program material duration requirements for each piece presented number of pieces to be prepared particular stylistic requirements performance breaks repertoire whether auditioners or judges will choose from a presented list, or judge pieces or parts of pieces length of auditions competition rules competition judging criteria, including: general appearance costume technique execution showmanship entertainment value (the ‘x’ factor) level of difficulty originality and creativity choreography synchronisation versatility movement and dress standards purpose time venue. |
Relevant personnel may include: | accompanist agent coach conductor ensemble mentor musical director other performers representative of the auditioning body competition judges teacher or tutor. |
Promotional materials may include: | biographies kits multimedia performance demos: audio video photographic materials. |
Resources | appropriate footwear costumes microphones scores sheet music tapes props sound equipment. |
Statutory requirements may relate to: | copyright duty of care OHS. |
Ways to | checking that resources are appropriate to audition venue checking condition of resources to be used and repairing or adjusting as required inspecting and trying out, in advance if possible, resources supplied by auditioning body or venue. |
Relaxation techniques may include: | deep breathing light aerobic exercises mind to muscle: meditation imagery or conscious visualisation affirmations stretching. |
Live performance knowledge may include: | artistic expression choreographic knowledge findings from appropriate performance analyses and research interpretation of directions for: movement voicing expression tempi spatial dynamics musical forms, systems, practices and customs pattern and sequence recognition and memory performance and rehearsal protocols repertoire solo and ensemble protocols visual and auditory imagination to develop performance material or interpretation. |
Techniques may involve: | characterisation improvisation interpretation partnering performing a range of pieces in different styles in area of specialisation physical coordination, such as: falling flexibility turning weight transfer. |
Follow-up | confirming an expected time for hearing the outcome of auditions obtaining details of contract interview if result of audition is successful following up with a courteous request for appraisal and further advice if audition result is unsuccessful sending a follow-up letter for each audition, whether successful or not, to communicate appreciation of the opportunity and to allow for further opportunities maintaining contact with people associated with competitions. |
Performing arts - performance
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.