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Evidence Guide: CUARES601A - Research and apply concepts of live performance practice

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Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

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CUARES601A - Research and apply concepts of live performance practice

What evidence can you provide to prove your understanding of each of the following citeria?

Research current concepts and theories of live performance

  1. Use a range of research techniques to source information about current performers and performance companies
  2. Identify and explore new and emerging sources of ideas and thinking about performance
  3. Expand own understanding of the potential of performance through critical analysis of research findings
  4. Analyse, compare and contrast a range of theoretical approaches to performance
  5. Explore ways in which companies and artists operate within the advantages and restraints of globalisation
  6. Consider issues of sustainability for cultural practices in the 21st century
  7. Explore new and emerging possibilities for live performance in the digital age
Use a range of research techniques to source information about current performers and performance companies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and explore new and emerging sources of ideas and thinking about performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Expand own understanding of the potential of performance through critical analysis of research findings

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse, compare and contrast a range of theoretical approaches to performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore ways in which companies and artists operate within the advantages and restraints of globalisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider issues of sustainability for cultural practices in the 21st century

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore new and emerging possibilities for live performance in the digital age

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply theories of performance to one’s own practice

  1. Evaluate the relevance of different theories and practice of performance through an evaluation of one’s own performance and life experience
  2. Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice
  3. Assess ways in which changes to performance might have broader benefits to individuals or the community
Evaluate the relevance of different theories and practice of performance through an evaluation of one’s own performance and life experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse the ways in which different aspects of history, theory and other influences are applied, adapted or challenged in practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess ways in which changes to performance might have broader benefits to individuals or the community

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and articulate own perspectives of performance

  1. Take a critical approach to different theories and reflect on own ideas and responses
  2. Develop own substantiated positions in response to research and analysis
  3. Articulate own positions in manner that demonstrates clarity of thought and conceptual understanding of different theories and thinking
  4. Debate own positions on performance ideas with peers and colleagues with a view to developing new directions
  5. Present findings to colleagues in a format appropriate to research undertaken within agreed timeframe
Take a critical approach to different theories and reflect on own ideas and responses

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop own substantiated positions in response to research and analysis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Articulate own positions in manner that demonstrates clarity of thought and conceptual understanding of different theories and thinking

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Debate own positions on performance ideas with peers and colleagues with a view to developing new directions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present findings to colleagues in a format appropriate to research undertaken within agreed timeframe

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

develop substantiated positions on complex issues related to live performance practice

research a broad range of new and emerging performance ideas and practices

communicate ideas and theories to peers and colleagues.

Context of and specific resources for assessment

Assessment must ensure access to current and emerging sources of information on live performance practice.

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 research processes and how new and emerging ideas may be incorporated into performance practices

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 the research into new and emerging performance practices.

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:

CUAIND601A Work professionally in the creative arts industry.

Required Skills and Knowledge

Required skills

analytical and literacy skills to:

analyse varied information sources dealing with potentially complex ideas

develop and substantiate own views and ideas

communication skills to:

participate in debate and discussion about live performance theories and practice

present research findings to peers and colleagues

initiative and enterprise skills to challenge assumptions and think laterally about issues

planning and organisational skills to set up and undertake a research process

learning skills to:

improve personal understanding of the creative process

use the research process as a professional development tool

self-management skills to conduct research and present research findings in a timely fashion

technology skills to access information from the internet.

Required knowledge

well-developed knowledge of:

aesthetics as a culturally-specific construct

current companies, directors and performers operating in the local and international arena

effective presentation techniques

research techniques

sociocultural roles of performers in their respective environments and in the global marketplace

functioning of creativity in individuals and groups

fusion practices throughout history and in the current environment

overview knowledge of:

issues arising from the globalisation of culture

effect of digital technology on live performance practice.

Range Statement

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.

Range of research techniquesmay include:

action research

case studies

desk research

online searches

internships

interviews

literature reviews

discussions with mentors

personal experience

study tours

visiting performance companies.

Current performers and performance companiesmay include:

fringe performers

artists in a range of performance disciplines, such as:

dance

music

music theatre

acting

mime

circus arts

performance art

children’s groups

disabled groups

ethnic groups

fusion groups

Indigenous performers

international performers or companies

radical theatre

theorists.

New and emerging sources of ideasmay include:

art directors

choreographers

cultural theories

cultural trends

fashion and design trends

innovative organisations

international trends

leading edge Australian and international performers

popular literature, film and music

significant opinion leaders

social networking sites

social trends

technological innovations.

Critical analysismay involve:

adapting techniques

analysing one’s own practice

clarifying issues, values and standards

comparing and contrasting ideals with practice

debate and discussion

developing criteria for evaluation

examining and evaluating assumptions

making interdisciplinary connections

predicting

reflecting

testing beliefs.

Theoretical approaches to performance may include:

audience involvement

confrontational performance

conscious use of challenging elements

cultural questioning

dramatisation of current issues

fusion performance

gender-based approaches

minimalism

political statements

sexual identity

social statements.

Own performance and life experiencemay include:

audience reaction to own performance or to ensemble performance

consideration of the contexts in which own creativity has flourished

criticism of own performances in media

evaluation of one’s own performance training and its assumptions

feedback on own performance from informed others

observation of admired or significant others

reflection on own upbringing and its values and limitations.

Broader benefits to individuals or the communitymay include:

comfort in distress

environmental benefits

greater awareness of social issues

greater knowledge of political matters

increased awareness of life’s potential

increased concern

life change

personal betterment

perspective

social change.

Substantiated positions should be positions which are:

grounded in research

demonstrate evidence

logically developed

subjected to peer review

based on aspects of performances, such as:

choreography

direction

theme

technique of performers

set design

costumes

music

staging

set design

visual effects

lighting

sound

interactive technology.

Clarity of thought and conceptual understandingmay be demonstrated by:

ability to exchange and debate ideas with others

audience understanding

clear articulation of ideas

relevance of ideas to the required purpose.

Formatsmay include:

written

presentation incorporating elements, such as:

verbal presentation

still images

video clips

dance performance.