cua live performance & entertainment training package

CUA Live Performance & Entertainment Training Package Interpreting Foundation Skills Guide

Companion Volume

DisclaimerThis work has been produced with the assistance of funding

provided by the Commonwealth Government through the Department of Industry. The views expressed in this work do not

necessarily represent the views of the Department of Industry. In addition, the Department of Industry does not give warranty or accept any

legal liability in relation to the content of this work.

For further information about this Companion Volume or any other work being undertaken by Innovation and Business Skills Australia (IBSA), please visit

www.ibsa.org.auInnovation & Business Skills Australia

Level 11, 176 Wellington Parade East Melbourne VIC 3002 Australia

p 03 9815 7000 e [email protected] f 03 9815 7001 w www.ibsa.org.au

© 2013 Commonwealth of Australia

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CUA Live Performance and Entertainment Training Package Interpreting Foundation Skills - Companion Volume

ContentsIntroduction 6

What are foundation skills? 7

Section 1

About foundation skills 7

The Australian Core Skills Framework 8

What is the ACSF? 8

Key features of the ACSF 8

Describing performance in the ACSF 10

More information 10

The Core Skills for Work Developmental Framework (CSfW) 11

What is the CSfW? 11

Key features of the CSfW 11

Describing performance in the CSfW 12

More information 13

Foundation Skills in IBSA training packages 14

Foundation Skills in a work context 15

Using the ACSF and CSfW to support development of competency 16

Section 2

ACSF mapping 19

CUAACT402 Develop acting techniques for musical theatre 20

CUACHR301 Develop basic dance composition skills 22

CUACHR403 Develop skills in the craft of choreography 24

CUACHR501 Create and perform complex dance pieces 26

CUADAN101 Develop foundation dance techniques 28

CUADAN202 Incorporate artistic expression into basic dance performances 30

CUADAN301 Integrate rhythm in dance or movement technique 32

CUADAN303 Develop dance partnering techniques 34

CUADAN407 Develop expertise in dance performance technique 36

CUADAN412 Develop dance techniques for musical theatre 38

CUADAN501 Refine ballet technique 40

CUADAN502 Refine ballet performance skills 42

CUADAN505 Refine contemporary dance technique 44

CUADAN507 Refine dance partnering techniques 46

CUADAN601 Perform dance repertoire at a professional level 48

CUADAN603 Extend ballet technique to a professional level 50

CUADAN604 Extend ballet performance skills to a professional level 52

CUADAN607 Extend contemporary dance technique to a professional level 54

CUADAN608 Extend contemporary dance performance skills to a professional level 56

CUADES502 Realise production designs 58

CUADLT301 Develop basic dance analysis skills 60

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CUADTM301 Assist with teaching dance 62

CUADTM401 Plan and organise dance classes 64

CUADTM403 Apply safe dance teaching methods 66

CUADTM508 Refine dance teaching methodologies 68

CUADTM509 Refine professional practice as a dance teacher 70

CUAIND301 Work effectively in the creative arts industry 72

CUAIND601 Work professionally in the creative arts industry 74

CUAWHS101 Follow safe dance practices 76

CUAWHS201 Develop a basic level of physical condition for dance performance 78

CUAWHS301 Condition the body for dance performance 80

CUAWHS401 Apply movement and behavioural principles to physical conditioning 82

CUAWHS403 Incorporate anatomy and nutrition principles into skill development 84

CUAWHS501 Maintain a high level of fitness for performance 86

CUAWHS602 Develop techniques for maintaining resilience in a competitive environment 88

CUAPPM401 Contribute to the organisation of productions 90

CUAPPM501 Manage live productions 92

CUAPPM502 Realise productions 94

CUAPPM503 Incorporate creative and technical needs into management processes 96

CUAPPM504 Manage bump in and bump out of shows 98

CUAPRF201 Prepare for performances 100

CUAPRF306 Develop musical theatre techniques 102

CUAPRF404 Refine movement skills for performance 104

CUAPRF405 Rehearse technique for performance 106

CUAPRF501 Refine performance techniques 108

CUAPRF503 Prepare for performances in a competitive environment 110

CUAPRF504 Refine musical theatre techniques 112

CUAVOS401 Develop singing techniques for musical theatre 114

CUAVOS403 Develop vocal techniques for musical theatre 116

Contents cont.

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These materials were developed by Innovation & Business Skills Australia in association with the Commonwealth Government through the Department of Industry.

Copyright Statement


This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Australia License. (http://creativecommons.org/licenses/by-nc-sa/3.0/au/)

This licence lets you distribute, remix and build upon the work, but only if it is for non-commercial purposes, you credit the original creator/s (and any other nominated parties) and you license your derivative works under the same terms.

The copyright of any adaptations and/or modifications to this material remains with the Commonwealth of Australia. Adapted and/or modified materials must have the Innovation and Business Skills Australia logo removed from the work, and the following attribution made: ‘This is a modified document based on materials prepared by Innovation and Business Skills Australia Ltd, the original of which can be found on the IBSA website http://www.ibsa.org.au.’

Disclaimer

While care has been taken in the preparation of this material, Department of Industry and the original developer do not warrant that any licensing or registration requirements specified here are either complete or up-to-date for your State or Territory. The Department of Industry and the original developer do not accept any liability for any damage or loss (including indirect and consequential loss) incurred by any person as a result of relying on the information contained in this material.

The Commonwealth, through the Department of Industry, does not accept any liability to any person for the information or advice (or the use of such information or advice) which is provided in this material or incorporated into it by reference. The information is provided on the basis that all persons accessing this material undertake responsibility for assessing the relevance and accuracy of its content. No liability is accepted for any information or services which may appear in any other format. No responsibility is taken for any information or services which may appear on any linked websites.

Published by: Innovation & Business Skills Australia Level 11, 176 Wellington Parage East Melbourne VIC 3002 Phone: +61 3 9815 7000 Fax: +61 3 9815 7001 www.ibsa.org.au email: [email protected]

First Published: December 2013 Stock code: CP-CUAFSKG ISBN: 978-1-922203-99-1 Print version no: 1 Release Date: December 2013

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IntroductionThe Interpreting Foundation Skills Guide is one of a suite of companion volumes designed to assist assessors, trainers, Registered Training Organisations (RTOs) and enterprises in delivering this training package.

This Guide contains two sections:

• Section one provides an explanation of foundation skills and the approach taken to identify the foundation skills essential to competent performance in training packages developed by Innovation and Business Skills Australia (IBSA).

• Section two includes core skills profiles for selected units from this training package. The core skills profiles include mapping of the units to the ACSF skills only (i.e. Learning, Reading, Writing, Oral Communication and Numeracy). Each profile consists of a bar graph to visually represent the core skills levels, together with descriptions of the skills and the factors affecting performance.

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What are foundation skills?Foundation skills are the non-technical skills that support participation in work, in adult education and training, and in the community.

In training packages developed by Innovation & Business Skills Australia (IBSA), foundation skills encompass the learning and English language, literacy and numeracy (LLN) skills described in the Australian Core Skills Framework (ACSF), and the employability skills described in the Core Skills for Work Developmental Framework (CSfW). The skills included across these two frameworks are illustrated in Table 1.

ACSF CSfW• Learning

• Reading

• Writing

• Oral Communication

• Numeracy

• Navigate the world of work

₀ Manage career and work life

₀ Work with roles, rights and protocols

• Interact with others

₀ Communicate for work

₀ Connect and work with others

₀ Recognise and utilise diverse perspectives

• Get the work done

₀ Plan and organise

₀ Make decisions

₀ Identify and solve problems

₀ Create and innovate

₀ Work in a digital world

Section 1About foundation skills

Table 1: Foundation skills contained in the ACSF and ASfW

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The Australian Core Skills FrameworkWhat is the ACSF?The Australian Core Skills Framework (ACSF) 1 describes five core skills that individuals require to participate effectively in society:

• Learning

• Reading

• Writing

• Oral Communication

• Numeracy.

The ACSF was developed by the Australian Government to facilitate a consistent national approach to the identification and development of the core skills in diverse personal, community, work, and education and training contexts. It offers:

• shared concepts and language for identifying, describing and discussing core skills

• a systematic approach to benchmarking, monitoring and reporting on core skills performance.

Some situations in which the ACSF may be used are:

• benchmarking an individual’s core skills performance

• mapping core skills requirements in education and training

• tailoring approaches to teaching and learning.

1 Information in this section is sourced and adapted from Australian Government,

Department of Industry, Innovation, Science, Research and Tertiary Education, 2012,

Australian Core Skills Framework, Commonwealth of Australia, Canberra, ACT.

Key features of the ACSFThe ACSF describes each of the five core skills across three interactive dimensions.

1. Five levels of performance ranging from 1 (low level performance) to 5 (high level performance).

2. Four performance variables that may influence a person’s performance at any time:

₀ nature and degree of support available

₀ familiarity with context

₀ text complexity

₀ task complexity.

3. Three domains of communication, which are broad contexts within which the core skill may be used:

₀ personal and community (related to expressing personal identity and achieving personal goals, and understanding and interacting within the wider community)

₀ workplace and employment (refers to activities that an individual may be involved in as a member of an organisation or that may be conducted by someone working alone)

₀ education and training (refers to any form of structured learning).

Tables 2 and 3 provide further information about the key features.

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ACSF PERFORMANCE VARIABLES GRIDSUPPORT CONTEXT TEXT COMPLEXITY TASK COMPLEXITY

FIVE

LEV

ELS

OF P

ERFO

RMAN

CE

1 Works alongside an expert/ mentor where prompting and advice can be provided

Highly familiar contexts

Concrete and immediate

Very restricted range of contexts

Short and simple

Highly explicit purpose

Limited, highly familiar vocabulary

Concrete tasks of 1 or 2 steps

Processes include locating, recognising

2 May work with an expert/mentor where support is available if requested

Familiar and predictable contexts

Limited range of contexts

Simple familiar texts with clear purpose

Familiar vocabulary

Explicit tasks involving a limited number of familiar steps

Processes include identifying, simple interpreting, simple sequencing

3 Works independently and uses own familiar support resources

Range of familiar contexts

Some less familiar contexts

Some specialisation in familiar/known contexts

Routine texts

May include some unfamiliar elements, embedded information and abstraction

Includes some specialised vocabulary

Tasks involving a number of steps

Processes include sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting

4 Works independently and initiates and uses support from a range of established resources

Range of contexts, including some that are unfamiliar and/or unpredictable

Some specialisation in less familiar/known contexts

Complex texts

Embedded information

Includes specialised vocabulary

Includes abstraction and symbolism

Complex task organisation and analysis involving application of a number of steps

Processes include extracting, extrapolating, inferencing, reflecting, abstracting

5 Autonomous learner who accesses and evaluates support from a broad range of sources

Broad range of contexts

Adaptability within and across contexts

Specialisation in one or more contexts

Highly complex texts

Highly embedded information

Includes highly specialised language and symbolism

Sophisticated task conceptualisation, organisation and analysis

Processes include synthesising, critically reflecting, evaluating, recommending

Table 2: Levels of performance and performance variables in the ACSF

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DOMAINS OF COMMUNICATION

EXAM

PLES

PERSONAL/COMMUNITY WORKPLACE/EMPLOYMENT EDUCATION/TRAINING

• Allows time to learn how to use a recently purchased digital camera

• Follows a recipe to make a birthday cake

• Fills out a council planning permission form

• Produces a newsletter for a club

• Describes a trip to the zoo

• Attends a council meeting to discuss a local issue

• Prepares a personal budget

• Schedules time to develop required work skill

• Follows operating procedure for a piece of equipment

• Prepares a job application

• Writes a report for a workplace supervisor

• Contributes to a staff meeting

• Records product sales figures

• Develops strategies to improve study routines

• Locates and analyses information for an assignment

• Writes an essay on a particular topic

• Delivers a presentation to classmates

• Uses a calculator to complete required classroom activities

Describing performance in the ACSFThe levels of performance in the ACSF are described using:

• indicators, which are statements that provide an overview of exit performance at each level

• focus areas, which are the strands within each Indicator against which Performance Features are organised

• performance features, which are detailed descriptors of what an individual is able to do at each level

• sample activities, which are specific examples of what a person may be able to do at a particular level of performance within each of the Domains of Communication.

More information

For detailed information regarding the ACSF, please visit the Department of Industry’s website at: http://www.innovation.gov.au/skills/LiteracyAndNumeracy/AustralianCoreSkillsFramework/Pages/default.aspx

Table 3: Domains of communication

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The Core Skills for Work Developmental Framework (CSfW)What is the CSfW?The Core Skills for Work Developmental Framework (CSfW)2 was developed by the Australian Government and describes performance in a set of non-technical skills, knowledge and understandings that underpin successful participation in work as an employee, or as someone who is self-employed, or as a volunteer.

The non-technical skills covered by the CSfW are relevant to all those undertaking work, not just those entering the workforce for the first time. The skills can continue to develop across the span of an individual’s working life, depending on the particular industry, occupation and job role.

The CSfW was designed as a framework for conceptualising and articulating skills, knowledge and understandings that underpin work performance over time, and as a resource for guiding development of learning products that support the development of these skills, knowledge and understandings.

The Framework describes performance in ten skill areas, grouped under three skill clusters.

Cluster 1 - Navigate the world of work

• Manage career and work life

• Work with roles, rights and protocols

Cluster 2 - Interact with others

• Communicate for work

• Connect and work with others

• Recognise and utilise diverse perspectives

2 Information in this section is sourced and adapted from Australian Government,

Department of Industry, Innovation, Climate Change, Science, Research and Tertiary

Education and Department of Education, Employment and Workplace, 2013, Core

Skills for Work Framework, Commonwealth of Australia, Canberra, ACT.

Cluster 3 - Get the work done

• Plan and organise

• Make decisions

• Identify and solve problems

• Create and innovate

• Work in a digital world

Key features of the CSfWA developmental approach

The CSfW describes performance in each of the ten Skill Areas across five stages of performance – Novice, Advanced Beginner, Capable, Proficient and Expert3.

There are particular characteristics of performance that distinguish each stage of performance (see Table 4). However, in general, as an individual progresses from the novice stage through to later stages of development, their reliance upon explicit ‘rules’ governing action (e.g. instructions, processes, procedures, guidelines, models,) and systematic approaches to work tasks decreases, and their understanding of implicit ‘rules’ (e.g. conventions, expectations), use of judgement and more flexible, intuitive approaches increases. Progress through these stages is influenced by practical experience, reflection, motivation and support.

Context dependency

The CSfW recognises the context dependency of skill development and performance. Not only does the context influence the specific skills required by an individual and stage of performance at which they required, it also has an effect on the extent to which an individual can demonstrate the skills they possess.

This is most evident when an individual moves into a new context (e.g. a new role, organisation or industry/field, or from study into paid employment). While they do not ‘lose’ their skills, their ability to apply them will be diminished for a period of time until they understand the new context.

3 This approach was informed by the Novice to Expert Model of Skills Acquisition

described in H. Drefus and S. Dreyfus, S., 1985, Mind over machine: the power of

human intuition and expertise in the era of the computer, Free Press, New York.

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Influencing factors

The CSfW also acknowledges the context-dependency of work performance by identifying a number of factors that impact upon the development and demonstration of skills. These factors may relate to an individual, a workplace, or a combination of the two, or may be external factors (such as health issues or access to reliable transport) that have an impact on work performance. (See Figure 1.)

Describing performance in the CSfW

Each skill area in the CSfW is broken down into a number of focus areas. These represent the priority aspects to be considered.

Performance features are used to describe the kinds of things someone knows, understands and can do at each stage of performance in each Focus Area. Although not intended to be treated as a finite list of capabilities, they capture the key characteristics that distinguish one Stage of Performance from another.

External factors

Existing skills and knowledge

Familiarity with the context

Degree of motivation

Self-belief and resilience

Nature and degree of support

Complexity of tasks

Level of autonomy

Culture and

value-based factors

Indi

vidu

al fa

ctor

s Work factors

Figure 1. Influencing Factors in the CSfW

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Stage 1 A Novice performer:

Stage 2 An Advanced Beginner:

Stage 3 A Capable performer:

Stage 4 A Proficient performer:

Stage 5 An Expert performer:

Has little or no practical experience of the Skill Area on which to base actions.

Is highly reliant on explicit ‘rules’ (e.g. instructions, processes, procedures, models), guidance and support and priorities determined by others, to guide activities.

Has some practical experience of the Skill Area and is beginning to recognise patterns (e.g. routines, regular responses, links and connections) that help understanding and influence action.

Is still reliant on explicit ‘rules’ and on assistance to identify priorities, but can apply these more autonomously in familiar, routine situations.

Has sufficient practical experience of the Skill Area to identify patterns and organising principles and establish priorities for action.

Can comfortably apply the explicit and implicit ‘rules’ associated with familiar situations.

Adopts a systematic, analytical approach to tasks, especially in unfamiliar situations.

Has considerable practical experience of the Skill Area in a range of contexts and is moving from reliance on externally prescribed rules to recognition of principles that guide actions.

Organises knowledge and practical experience as patterns, concepts and principles, which makes it possible to assess, and respond to situations in an increasingly intuitive and flexible way.

Reverts to analysis and seeks guidance when making important decisions.

Has extensive practical experience of the Skill Area, with both a big picture understanding and an eye for relevant fine detail.

Operates fluidly, intuitively and flexibly in highly complex situations, drawing on knowledge and practical experience organised into highly refined patterns, concepts and principles.

Uses a combination of informed intuition and analysis in different situations, recognising that ‘it all depends’.

Will often reconceptualise approaches and practices to produce more effective outcomes, while also recognising which rules and principles are always applicable.

More information

Detailed information and resources are available on the Department of Industry’s website at:

http://www.innovation.gov.au/skills/CoreSkillsForWorkFramework/Pages/default.aspx

Table 4: General characteristics of stages of performance in the CSfW

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Foundation skills in IBSA training packagesIn IBSA training packages, the foundation skills that underpin competent performance are identified in each unit of competency. The foundation skills table in each unit:

• identifies applicable underpinning skills

• lists the performance criteria numbers

• describes the application of the skill in that context.

The five skills from the ACSF are identified separately with descriptions identifying how the skill underpins the performance criteria. The three skill clusters from the CSfW are identified with

FOUNDATION SKILLSThis section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.

Skill Performance Criteria DescriptionReading 1.2, 1.4, 2.4, 2.5 • Synthesises ideas, concepts and specific information from

workplace and regulatory texts to inform development of workplace documents

Writing 1.1, 1.2, 1.5, 2.2, 3.5, 3.6, 3.8, 4.2, 4.3 • Produces a range of text types using specific information, workplace conventions and templates

Oral Communication 1.1, 1.3, 1.5, 2.3, 2.5, 3.1-3.5, 3.7 • Asks questions and listens carefully to gather, interpret or evaluate information

• Uses appropriate grammatical forms, vocabulary and paralinguistic features to present ideas

Navigate the world of work 1.2, 1.4, 2.4, 3.3, 3.8, 4.1, 4.4 • Applies workplace protocols, legislation or regulations relevant to own responsibilities

Interact with others 1.3, 2.3, 3.2, 3.3 • Selects and uses appropriate conventions and protocols when communicating with personnel or external stakeholders

• Participates in conversations relevant to role responding, explaining, negotiating and persuading as required

Get the work done 2.1, 2.3, 2.6, 4.1, 4.3, 4.4 • Selects and uses digital technology to access, enter, store and retrieve information in accordance with security requirements

• Takes responsibility for planning and implementing tasks for efficient and effective outcomes

descriptions that identify the respective skill or focus areas and how they underpin the performance criteria. The format used is illustrated in Table 2. Note that only those skills that apply to a particular unit are listed in the Foundation Skills table. In this instance Learning and Numeracy have not been identified.

When determining competency, the underpinning foundation skills must also be considered.

Table 5. Format of identification of Foundation Skills in a Unit of Competency

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Foundation skills in a work context In a work context, it is a combination of the relevant foundation skills from the ACSF and CSfW, and the relevant technical skills and knowledge from the units of competency that contribute to effective work performance. For example, a commonplace workplace task such as writing and sending an email involves not only the technical skills required to operate a computer and an email program, but also foundation skills such as writing (to compose the message), communicate for work (to ensure the language and format is appropriate and meets workplace expectations), and work in a digital world (to understand and manage the risks associated with use of technology).

Each unit of competency in a training package covers all three of these types of skills through the performance criteria and descriptions of the underpinning foundation skills.

Work performance

Employability Skills

(CSFW)

Learning and LLN Skills

(ACSF)

Technical skills and knowledge

Work Context

Figure 2. Foundation Skills in a work context

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Using the ACSF and CSfW to support development of competencyThe ACSF and the CSfW are resources that can be used in a number of ways to support the development of competence, including:

• assessing an individual’s current skills, then comparing them with the skills necessary for completing a particular qualification. This will help in determining whether additional effort or assistance might be necessary

• using the detailed information about what performance looks like in particular Foundation Skill and how this might develop over time, and using this as a basis for developing learning and assessment materials and activities

• reviewing existing learning and assessment materials to ensure that the level of foundation skills needed to complete tasks do not exceed the overall requirements for the qualification or units of competency that they relate to.

The scenarios illustrate some of these uses.

Scenario 1: Helping meet the ACSF requirements of a new job

Stav has been offered the opportunity to undertake training to prepare for a supervisory position. She has enrolled in Certificate IV in Frontline Management. An LLN specialist used the ACSF to compare the core skills required for this Certificate with Stav’s current skills.

Various texts and tasks from Stav’s workplace context and from the Frontline Management training course were used for the assessment. Once Stav was introduced to the unfamiliar texts and tasks relevant to the Frontline Management training, which involved using formal language for report writing and scanning more academic texts, it was clear that Stav was not confident and requested additional support. This was particularly marked in the Writing assessment.

Stav’s ‘spiky profile4 ’ showed that she would benefit from developing her Reading, Writing and Oral Communication skills, and the LLN specialist will work with the workplace trainer to integrate targeted core skill development with the Certificate IV training.

4 The ACSF recognises that a person may be operating at different levels within

and between the core skills. Using the ACSF, an individual’s performance across the

five core skills can be benchmarked and a ‘spiky profile’ constructed. This provides

information about the individual’s areas of strength and identifies any areas where

further training could be beneficial. The same concept of spiky profiles also relates

to performance across, or within, the Skill Areas of the CSfW.

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Scenario 2: Helping meet the ACSF requirements of a training program

Robert is 17 and is currently doing year 12 VCAL (Victorian Certificate in Applied Learning). As part of his year 12 he is doing two core units from Certificate II Printing and Graphic Arts (General). These are ICPSU260 Maintain a safe work environment and BSBSUS201 Participate in environmentally sustainable work practices.

Robert’s teacher assessed Robert’s LLN skills against the ACSF. In the assessment she used some material that Robert was familiar with, as well as some reading texts from the vocational education and training (VET) units that Robert will study. The context of the assessment material included both familiar and unfamiliar texts at ACSF level 2.

ACSF Skill Robert’s skill level ICPSU260 Maintain a safe work environment

BSBSUS201 Participate in environmentally sustainable

work practicesLearning 1 1 0-1

Reading 2 (spiky, not familiar with standard operating procedures or legislation)

2 2

Writing 2 2 but could be 3 depending on enterprise requirements

2

Oral Communication 2 (spiky, but could benefit from skills in effective teamwork, listening and responding to the view of others)

2 with some 3 (e.g. contributes to participative arrangements in the workplace)

2 with some 3 (e.g. work as part of a team and identify possible areas for improvements to work practices, and make suggestions for improvements to workplace practices in own work area)

Numeracy 1 1 2

Overall Robert coped well with reading texts and tasks with which he was familiar in his personal life. However when the domain of communication changed to the workplace and employment arena, he struggled due to his lack of prior knowledge and experience.

The teacher mapped the LLN requirements of the two units to the ACSF. Based on the assessment and the ACSF mapping, Robert’s teacher identified that he will require additional support in the core skills of Oral Communication and Numeracy as well as in some areas of Writing if he is to successfully meet the requirements for both units (see Table 6).

Table 6: Mapping of Robert’s skill levels against the LLN requirements for units

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Scenario 3: Helping meet the CSfW requirements of a unit of competency

Lena is developing some learning and assessment activities for the unit of competency CUACOS302 Dress performers. She has observed that some of the students in her current class have difficulties in working with others, so she wants to have a particular focus on the CSfW cluster ‘Interact with others’. The unit of competency shows that the skills from this cluster underpin five of the performance criteria, and describes their application in terms of:

• works collaboratively with production team members

• carries out dressing duties in an appropriate manner.

The unit of competency also states that:

At this level, individuals are required to use some discretion and judgement and operate under broad supervision within an established framework of plans and procedures as they take responsibility for assisting performers whose role could require frequent costume changes.

Cluster Skill Area Focus AreasInteract with others Connect and work with others Cooperate and collaborate

Interact with others Communicate for work Respond to communication systems, practices and protocols

Speak and listen

Understand, interpret and act

Interact with others Recognise and utilise diverse perspectives Manage conflict

Using the description of general characteristics of each stage of performance in the CSfW, Lena determines that the required performance in these skill areas is likely to be around Stage 2 (Advanced Beginner) to Stage 3 (Capable).

Lena examines the performance features for Stages 2 and 3 in the relevant skill areas of the CSfW and identifies that ones that are the most relevant (see Table 7). She uses the detailed descriptions in the performance features for each of these focus areas as the basis for designing particular aspects of her learning and assessment activities.

Table 7: Identification of relevant CSfW focus areas for a unit of competency

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ACSF mapping for the CUA Live Performance Training PackageThis section of the guide includes mapping of the ACSF to selected units of competency from this training package.

Each core skills profile includes:

• a summary statement of the unit’s content and application

• a bar graph visually presenting core skills levels

• numerical indicators and descriptors for factors affecting performance

• numerical indicators and descriptors for the five core skills.

Section 2ACSF mapping

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CUAACT402 Develop acting techniques for musical theatreThis unit describes the performance outcomes, skills and knowledge required to develop techniques for applying acting skills, such as characterisation, improvisation and observation to musical theatre roles. In this context performers are also required to sing and dance, which adds an extra dimension to the acting skills required.

At this level supervision and guidance are provided during practice sessions. However, individuals are expected to work independently on experimenting with ways to sustain a role and convey complexity of meaning by integrating vocal and movement skills.

Core Skills Profile

The core skills profile shows the ACSF level required to demonstrate the performance outcomes of this unit of competency.

CUAACT402 Develop acting techniques for musical theatre

Performance Variables The following factors influence the performance of core skills in developing acting techniques for musical theatre.

Support

Works independently Uses own familiar support resources (3)

Context

Range of familiar contexts Some less familiar contexts Some specialisation in familiar/known contexts (3)

Text complexity

Routine texts May include some unfamiliar elements, embedded information and abstraction Includes some specialised vocabulary (3)

Task complexity

Task involving a number of steps Process includes sequencing, integrating, interpreting, simple extrapolating, simple inferencing, simple abstracting (3)

4

4

-

3

-

Learning

Reading

Writing

Oral Communication

Numeracy

21

Learning 3• Actively elicits the views and opinions of others to develop own understanding.

• Seeks feedback and accepts guidance from teacher/mentor.

• Observes industry practitioners, identifies new ideas and trends and applies to own techniques.

Reading 4• Reads and analyses musical theatre scripts to determine performance requirements for acting/singing/ dancing role.

• Reads and rereads dialogue and lyrics noting syntax and language patterns used to effect meaning.

• Reads information from musical theatres companies, guilds, reviews and other sources to identify musical theatre trends.

Writing -No specific writing requirements evident.

Oral Communication 4• Discusses aspects of the human voice including how to avoid and/or address problems with voice with appropriate personnel.

• Discusses the processes available to inform approach to characterisation.

• Asks questions and listens to responses to gain knowledge of warm up and acting techniques relevant to musical theatre.

• Uses register, vocabulary and paralinguistic features to express emotion and meaning in speech and song.

• Uses stress, intonation and gesture to convey emotions and intentions.

• Seeks feedback on personal acting skills from teachers and mentors, listens to specific information and clarifies and paraphrases as required.

Numeracy - No specific numeracy requirements evident.

22

CUACHR301 Develop basic dance composition skillsThis unit describes the performance outcomes, skills and knowledge required to organise movement in order to compose a short dance sequence of limited topic or scope. The skills developed in this unit are the building blocks for the craft of choreography.

Dancers who need to compose short dance sequences as part of dance studies or for informal presentations apply the skills and knowledge outlined in this unit. At this level dance composition is simple in nature, for example using one prop or taking a theme (such as meeting and parting), and could be applied to a variety of dance styles.

Work is usually undertaken under supervision, though some autonomy and judgement can be expected.

Core Skills Profile


CUACHR301 Develop basic dance composition skills

Performance Variables The following factors influence the performance of core skills in developing basic dance composition skills.

Support

May work with an expert/mentor where support is available if requested (2)

Context


Text complexity

Text complexity Simple familiar texts with clear purpose Familiar vocabulary (2)

Task complexity

Explicit tasks involving a number of steps Processes include identifying, simple interpreting, simple sequencing (2)

2

3

-

2

-

Learning

Reading

Writing

Oral Communication

Numeracy

23



Learning 2• Seeks feedback and accepts guidance from relevant personnel.

Reading 2• Reads information from a range of sources to identify common health concerns for dancers.


Oral Communication 3• Asks questions to identify common health concerns for dancers.

• Engages in discussion, asks questions and listens to responses to gain an understanding of dance composition.

• Explains composition ideas and concepts using language appropriate to audience.

• Asks questions to clarify and confirm understanding.

• Uses a range of verbal and non-verbal techniques to direct dancers.

• Seeks feedback from relevant personnel to identify areas for improvement.


24



CUACHR403 Develop skills in the craft of choreographyThis unit describes the performance outcomes, skills and knowledge required to explore and develop choreography in a variety of dance styles for informal presentations by applying elements of shape, space, time and dynamics. Dancers who apply the skills and knowledge outlined in this unit, could be performing the choreography themselves for a dance class or teaching others how to perform the choreography for a non-professional performance.

Work is usually undertaken under some supervision, though autonomy and judgement can be expected given the nature of the creative process.

Core Skills Profile


CUACHR403 Develop skills in the craft of choreography

Performance Variables The following factors influence the performance of core skills in developing skills in the craft of choreography.

Support


Context


Text complexity

Routine texts May include some unfamiliar elements Includes some specialised vocabulary (3)

Task complexity


3

3

4

3

-

Learning

Reading

Writing

Oral Communication

Numeracy

25


• Analyses pieces to identify strengths and weaknesses, and strategies for improvement.

Reading 3• Identifies and evaluates creative and technical choreographic processes.

• Identifies notation methods for documenting dance sequences.

• Identifies and analyses journal entries, notation and other documentation relating to a piece of choreography.

Writing 4• Documents evaluation of choreographic processes using appropriate terminology and notation.

• Journals choreographic process using appropriate vocabulary.

Oral Communication 3• Asks questions to clarify and confirm understanding of purpose and choreographic process.

• Uses a range of verbal and non-verbal techniques to communicate ideas.

• Seeks feedback from relevant personnel to assess dance against creative and technical requirements.

• Engages in discussion and listens to opinions of others using appropriate register, vocabulary and paralinguistic features.


26

CUACHR501 Create and perform complex dance piecesThis unit describes the performance outcomes, skills and knowledge required to create, coordinate and perform complex solo or ensemble dance pieces for formal presentations. Dancers and dance teachers apply the skills and knowledge outlined in this unit in class work, rehearsals, auditions, and performance situations.

Work usually involves collaboration with and direction from others, though responsibility and autonomy are required to create dance pieces that reflect a choreographer’s individual style.

Core Skills Profile


CUACHR501 Create and perform complex dance pieces

Performance Variables The following factors influence the performance of core skills in developing acting techniques for musical theatre.

Support


Context


Text complexity


Task complexity


3

4

4

3

-

Learning

Reading

Writing

Oral Communication

Numeracy

27



Learning 3• Analyses feedback and reflects on own performance.

• Transfers skills and knowledge to a range of performance contexts.

Reading 3• Reviews and interprets dance plans and notations.

• Reads and interprets criteria, plans and dance reviews to evaluate performance.

Writing 4• Develops plan documenting movement elements and choreographic intention.

• Records choreographic ideas using appropriate formats and terminology.

• Documents, revises and amends choreography using appropriate formats and terminology.

• Documents choreographic processes and dance reviews using appropriate register, formats and terminology.

Oral Communication 4• Asks questions to clarify and confirm intention of dance pieces and listens to specific information.

• Explains intention of dance pieces and presents example movements using appropriate register, terminology and paralinguistic features according to audience and context.

• Presents sequenced information and provides feedback using register and terminology appropriate to audience and context.

• Discusses dance review and evaluates against criteria offering opinions and seeking others’ opinions.


28



CUADAN101 Develop foundation dance techniquesThis unit describes the performance outcomes, skills and knowledge required to build a solid foundation in any dance style under the supervision of experienced dancers and dance teachers.

Persons with some dance experience apply the skills and knowledge outlined in this unit. Experience would usually have been gained in dance classes, amateur performances or community dance activities, often from an early age. However, this unit also applies to individuals with no prior training, but with an aptitude for dance and an interest in developing technique in one or more dance styles.

Core Skills Profile


CUADAN101 Develop foundation dance techniques

Performance Variables The following factors influence the performance of core skills in developing foundation dance techniques.

Support


Context

Familiar and predictable contexts Limited range of contexts (2)

Text complexity

Simple familiar texts with clear purpose Familiar vocabulary (2)

Task complexity


3

2

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

29


Reading -No specific reading requirements evident.


Oral Communication 3• Discusses dance styles and protocols that need to be observed when performing cultural dance styles using appropriate register,

vocabulary and paralinguistic features.

• Listens to feedback and advice from others.


• Discusses and agrees on movements to perform short dance sequences.

• Follows advice to improve dance technique.


30

CUADAN202 Incorporate artistic expression into basic dance performancesThis unit describes the performance outcomes, skills and knowledge required to incorporate artistic expression into basic dance performances under the supervision of experienced dancers and dance teachers.

This unit applies to persons with some practical experience dancing with a partner or as members of a group in any dance style or genre. Performances would usually be for small audiences.

Core Skills Profile


CUADAN202 Incorporate artistic expression into basic dance performances

Performance Variables The following factors influence the performance of core skills in incorporating artistic expression into basic dance performances.

Support


Context


Text complexity


Task complexity


2

2

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

31






Oral Communication 2• Follows directions from relevant personnel.


• Seeks and listens to feedback from others to improve technique and performance.


32



CUADAN301 Integrate rhythm in dance or movement techniqueThis unit describes the performance outcomes, skills and knowledge required to integrate rhythm into dance or movement routines. The unit applies to dancers and other performers who would usually be performing as members of an ensemble, though some solo work could be expected. The unit applies equally well to people involved in fitness and wellbeing activities that integrate a range of body movement techniques with music.

At this level work is normally supervised, though some autonomy and judgement can be expected within established parameters.

Core Skills Profile


CUADAN301 Integrate rhythm in dance or movement technique

Performance Variables The following factors influence the performance of core skills in exploring rhythm in the context of dance or movement technique.

Support


Context


Text complexity


Task complexity


3

2

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

33

Learning 2• Seeks feedback and accepts guidance from teachers/mentors.



Oral Communication 2• Discusses the relationship between dance and musical elements using appropriate register, vocabulary and paralinguistic

features.

• Discusses methods for developing expression skills.

• Asks questions to maintain and update knowledge.

• Seeks and listens to feedback from others to improve technique and performance.


34

CUADAN303 Develop dance partnering techniquesThis unit describes the performance outcomes, skills and knowledge required to apply basic techniques for dancing with a partner in any dance style in all performance contexts; from social to community to professional.

At this level partnering techniques would be simple in nature and not include movements such as overhead lifts, which require a high level of fitness and advanced technique.

Work is usually undertaken under supervision, though some autonomy and judgement can be expected given the nature of dance performance.

Core Skills Profile


CUADAN303 Develop dance partnering techniques

Performance Variables The following factors influence the performance of core skills in exploring rhythm in the context of dance or movement technique.

Support


Context


Text complexity


Task complexity


3

2

-

Learning

Reading

Writing

Oral Communication

Numeracy

2

-

35





Writing 2• Documents identified areas for improvement.

Oral Communication 2• Discusses issues associated with dance partnering.

• Discusses gender roles in dance using appropriate terminology.

• Listens to and follows advice and directions from relevant personnel.


• Listens and responds to questions and suggestions using appropriate register, vocabulary and paralinguistic features.

• Expresses opinion and offers suggestions using appropriate register, vocabulary and paralinguistic features.

• Engages in discussion with dance partner using appropriate register, vocabulary and paralinguistic features.

• Seeks feedback from others to identify improvement opportunities.


36

CUADAN407 Develop expertise in dance performance techniqueThis unit describes the performance outcomes, skills and knowledge required to add range and depth to performance skills in any dance style.

At this level, dancers are constantly refining their technique and expression to produce performances that convey the mood and style of music through complex dance movements. They could be preparing for performances in commercial or competition settings where they would usually be performing as members of an ensemble, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and responsibility for themselves and others during live performances.

Core Skills Profile


CUADAN407 Develop expertise in dance performance technique

Performance Variables The following factors influence the performance of core skills in developing dance techniques for musical theatre.

Support


Context


Text complexity


Task complexity


3

3

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

37




• Develops insights from viewing others’ performance to improve own performance and technique.



Oral Communication 3• Discusses techniques for preventing injury and improving stamina, strength and flexibility with relevant personnel.

• Seeks advice from relevant persons to assist in achievement of personal goals.




• Engages in discussion with individuals and/or groups to assist in evaluation of dance performances.

• Seeks and listens to feedback from teachers/mentors to improve dance performance skills.

• Asks questions to maintain and update knowledge.


38



CUADAN412 Develop dance techniques for musical theatreThis unit describes the performance outcomes, skills and knowledge required to develop techniques for integrating dancing with the acting and singing skills required of musical theatre performers.

At this level supervision and guidance are provided during practice sessions. However, individuals are expected to work independently on developing the physical stamina required to combine singing and dancing in partnered and group routines.

Core Skills Profile


CUADAN412 Develop dance techniques for musical theatre


Support


Context


Text complexity


Task complexity


4

3

3

-

Learning

Reading

Writing

Oral Communication

Numeracy

-

39



• Observes industry practitioners, identifies new ideas and trends, and applies to own techniques.

Reading 3• Reads information from musical theatres companies, guilds, reviews and other sources to identify musical theatre trends.


Oral Communication 4• Discuss techniques to improve stamina, strength and flexibility with relevant personnel, presenting ideas and seeking others’

ideas.

• Asks questions and listens to responses to clarify understanding.

• Participates in oral exchanges to facilitate dance with partner using appropriate register, terminology and paralinguistic features.

• Seeks feedback on own dance skill from teachers and mentors, listens to specific information and clarifies and paraphrases as required.


40

CUADAN501 Refine ballet techniqueThis unit describes the performance outcomes, skills and knowledge required to add range, depth and increasing complexity to ballet technique.

At this level, dancers are challenging themselves with dance pieces, variations and repertoire of increasing technical and physical complexity.

This unit applies to those who are consolidating their career where complex ballet technique is required in commercial or competition settings. Dancers are usually performing as members of an ensemble, but some solo work can also be expected.

While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to be self-directed and display a high level of motivation and responsibility for themselves and others.

Core Skills Profile


CUADAN501 Refine ballet technique

Performance Variables The following factors influence the performance of core skills in the refining of ballet technique.

Support


Context


Text complexity


Task complexity


4

3

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

41




• Analyses feedback and reflects on learning and performance.

• Develops insights from previous experience and from viewing others’ performance to improve performance and technique.




Oral Communication 4• Presents information and seeks input from teachers and mentors regarding realistic goals and risk factors.

• Listens to specific information and asks questions to clarify and confirm understanding as required.

• Expresses opinion and responds to others’ opinions using appropriate levels of technical language according to audience.

• Uses appropriate register, tone, terminology and paralinguistic features to build rapport with partner.


42



CUADAN502 Refine ballet performance skillsThis unit describes the performance outcomes, skills and knowledge required to add range, depth and increasing complexity to ballet performance skills.

At this level, dancers are challenging themselves with dance pieces, variations and repertoire of increasing technical and physical complexity.

This unit applies to those who are consolidating their career where complex ballet technique is required in commercial or competition settings. Dancers are usually performing as members of an ensemble, but some solo work can also be expected.


Core Skills Profile


CUADAN502 Refine ballet performance skills

Performance Variables The following factors influence the performance of core skills in the refining of ballet performance skills.

Support


Context


Text complexity


Task complexity


4

3

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

43

Learning 3• Analyses feedback and reflects on learning and performance.








• Uses appropriate register, tone, terminology and paralinguistic features to build rapport with others.


44

CUADAN505 Refine contemporary dance techniqueThis unit describes the performance outcomes, skills and knowledge required to add range, depth and increasing complexity to contemporary dance technique.

At this level, dancers are challenging themselves with dance pieces and repertoire of increasing technical and physical complexity.

This unit applies to those who are consolidating their career where complex contemporary dance technique is required in commercial or competition settings. Dancers are usually performing as members of an ensemble, but some solo work can also be expected.


Core Skills Profile


CUADAN505 Refine contemporary dance technique


Support


Context


Text complexity


Task complexity


4

3

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

45



Learning 3• Analyses feedback, reviews personal goals and reflects on learning and performance.









46



CUADAN507 Refine dance partnering techniquesThis unit describes the performance outcomes, skills and knowledge required to practise and execute complex dance sequences with a partner.

At this level, dancers are challenging themselves with dance sequences of increasing technical and physical complexity.

This unit applies to those who are consolidating their career where a high level of partner work is required for performances. These skills are applied in different ways depending on the dance style.


Core Skills Profile


CUADAN507 Refine dance partnering techniques


Support


Context


Text complexity


Task complexity


4

3

3

-

Learning

Reading

Writing

Oral Communication

Numeracy

-

47

Learning 3• Analyses feedback and reflects on learning and performance.



Reading 3• Reviews a range of dance texts to update dance terminology.





• Discusses dance terminology with others, seeking information and clarifying meaning of terms.



48

CUADAN601 Perform dance repertoire at a professional levelThis unit describes the performance outcomes, skills and knowledge required to perform complex dance technique demonstrating range, depth, precision and artistry in traditional ballet and contemporary works at a professional level.

This unit applies to dancers who are moving towards professional careers in contexts where complex dance technique and versatility are required. Employment is with professional companies where dancers perform advanced repertoire from traditional ballets and contemporary works as part of ensemble, duo or soloist roles. They could also be performing in rehearsals and productions of established or original works by staff and guest choreographers.

While some supervision and guidance are provided in practice sessions and rehearsals, dancers are expected to display a high level of motivation and responsibility for themselves and others during practice sessions, rehearsals and live performances.

Core Skills Profile


CUADAN601 Perform dance repertoire at a professional level

Performance Variables The following factors influence the performance of core skills in the performing dance repertoire at a professional level.

Support

Works independently Initiates and uses support from a range of established resources (4)

Context

Range of contexts, including some that are unfamiliar and/or unpredictable Some specialisation in less familiar/known contexts (4)

Text complexity

Complex texts Embedded information Includes specialised vocabulary Includes abstraction and symbolism (4)

Task complexity


4

3

4

-

Learning

Reading

Writing

Oral Communication

Numeracy

-

49



Learning 4• Reflects on performance and identifies opportunities to extend skills and identify improvement goals.



• Identifies opportunities to extend professional development.

Reading 3• Reviews and interprets choreographer or director’s notes to identify improvement opportunities.


Oral Communication 4• Listens to specific information and asks questions to clarify and confirm understanding as required.

• Listens and interprets directions and terminology from choreographer, director and others as required.

• Presents information, offers ideas and seeks others’ ideas to improve performance.

• Expresses opinion and responds to others’ opinions using appropriate register and terminology according to audience.

• Uses appropriate register, tone, terminology and paralinguistic features with others to improve performance.

• Discuss opportunities to extend skills and goals with teachers and mentors.


50



CUADAN603 Extend ballet technique to a professional levelThis unit describes the performance outcomes, skills and knowledge required to show range, depth, precision and complexity across ballet technique and classical and contemporary repertoire at a professional level.

This unit applies to dancers who are moving towards professional careers in contexts where complex ballet technique is required for performing as members of a dance company as a soloist and in other professional contexts.

At this level, dancers are constantly expanding and perfecting their artistry across complex dance sequences and repertoire, including pas de deux repertoire and solo and group work.


Core Skills Profile


CUADAN603 Extend ballet technique to a professional level

Performance Variables The following factors influence the performance of core skills in the extending ballet technique to a professional level.

Support


Context


Text complexity


Task complexity


4

4

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

51

Learning 4• Analyses feedback, reflects on learning and performance and identifies ways to extend performance.





Oral Communication 4• Presents information and seeks professional advice regarding minimising risk factors.

• Listens to specific information and asks questions to clarify and confirm understanding of feedback as required.


• Seeks input from teachers and mentors to extend performance technique using appropriate register and terminology.



52

CUADAN604 Extend ballet performance skills to a professional levelThis unit describes the performance outcomes, skills and knowledge required to show range, depth, precision and complexity across ballet technique and classical and contemporary repertoire at a professional level.

This unit applies to dancers who are moving towards professional careers in contexts where complex ballet technique is required for performing as members of a dance company as a soloist and in other professional contexts.

At this level, dancers are constantly expanding and perfecting their artistry across complex dance sequences and repertoire, including pas de deux repertoire and solo and group work.


Core Skills Profile


CUADAN604 Extend ballet performance skills to a professional level

Performance Variables The following factors influence the performance of core skills in the extending ballet technique to a professional level.

Support


Context


Text complexity


Task complexity


4

4

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

53











• Presents information offers ideas and seeks others’ ideas to improve performance.




54



CUADAN607 Extend contemporary dance technique to a professional levelThis unit describes the performance outcomes, skills and knowledge required to show range, depth, precision and complexity across contemporary dance technique and repertoire at a professional level.

This unit applies to dancers who are moving towards professional careers in contexts where complex contemporary dance technique is required for performing as members of a dance company as an ensemble or soloist dancer or in other professional contexts.

At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire, including improvisation, solo and group work.


Core Skills Profile


CUADAN607 Extend contemporary dance technique to a professional level

Performance Variables The following factors influence the performance of core skills in the extending contemporary dance technique to a professional level.

Support


Context


Text complexity


Task complexity


4

4

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

55









• Uses appropriate register, tone, terminology and paralinguistic features to work effectively with partner.




56

CUADAN608 Extend contemporary dance performance skills to a professional levelThis unit describes the performance outcomes, skills and knowledge required to perform complex contemporary dance technique demonstrating range, depth, precision and artistry across contemporary dance repertoire at a professional level.

This unit applies to dancers who are moving towards professional careers in contexts where complex contemporary dance technique and versatility are required for performing as members of a professional dance company as an ensemble or soloist dancer.

At this level, dancers are constantly refining their technique and perfecting their artistry across complex dance sequences and repertoire, including improvisation, solo and group work.


Core Skills Profile


CUADAN608 Extend contemporary dance performance skills to a professional level

Performance Variables The following factors influence the performance of core skills in the extending contemporary dance performance skills to a professional level.

Support


Context


Text complexity


Task complexity


4

4

-

Learning

Reading

Writing

Oral Communication

Numeracy

- -

57









Oral Communication 4• Listens to specific information and asks questions to clarify and confirm understanding of feedback as required.

• Listens and interprets directions and terminology from choreographer, director and others as required.

• Presents information, offers ideas and seeks others’ ideas to improve performance.




58



CUADES502 Realise production designsThis unit describes the performance outcomes, skills and knowledge required to interpret designs for sets, props or scenic art and manage the realisation of those designs for productions in the screen, media, entertainment and events industries.

Individuals who apply these skills are expected to display a high level of initiative and judgement as they take responsibility for managing the realisation of production designs in their area of production expertise.

Core Skills Profile


CUADES502 Realise production designs

Performance Variables The following factors influence the performance of core skills in realising production designs.

Support


Context


Text complexity


Task complexity

Complex task organisation and analysis involving a number of steps Processes include extracting, extrapolating, inferencing, reflecting, abstracting (4)

4

3

4

Learning

Reading

Writing

Oral Communication

Numeracy

-4

59

Learning -No specific learning requirements evident.

Reading 4• Reads and interprets set, scenic art or prop designs and production schedules.

• Reads and understands workplace OHS policies and procedures.

• Identifies and interprets supply inventories.

• Reads and understands organisational procedures and required documentation for the hire or purchase of resources.

• Reads and interprets industry award guidelines.

• Identifies and reads labels on production elements.

Writing 4• Develops, documents and updates production work plans including contingency plans using organisational formats.

• Develops and documents expenditure estimates to realise production design.

• Completes appropriate contracts with consultants and/or providers of goods in accordance with organisational policies and procedures.

Oral Communication 4• Discusses production design with relevant personnel and asks questions to identify factors that may impact on realisation of

design.

• Engages in discussion and reaches agreement on methods to monitor progress using language and register appropriate to audience.

• Explains requirements to meet production deadlines and allocates work to relevant personnel and contractors using language and register appropriate to audience.

• Asks questions and expresses opinion to resolve problems with relevant personnel.

• Engages in discussion and provides advice and direction to team members during trials, rehearsals and transportation and storage of production elements using appropriate register, vocabulary and paralinguistic features.

• Asks questions and encourages discussion to evaluate pre-production operations.

Numeracy 3• Reads and interprets numerical data in design specifications.

• Calculates time lines and sequences individual tasks to meet production schedule.

• Calculates expenditure costs and compares to budget allocation.

• Compares and contrasts numerical data to monitor and evaluate production design process.

60

CUADLT301 Develop basic dance analysis skillsThis unit describes the performance outcomes, skills and knowledge required to interpret designs for sets, props or scenic art and manage the realisation of those designs for productions in the screen, media, entertainment and events industries.

Individuals who apply these skills are expected to display a high level of initiative and judgement as they take responsibility for managing the realisation of production designs in their area of production expertise.

Core Skills Profile


CUADLT301 Develop basic dance analysis skills

Performance Variables The following factors influence the performance of core skills in developing basic dance analysis skills.

Support


Context


Text complexity


Task complexity


3

4

3

Learning

Reading

Writing

Oral Communication

Numeracy -

3

61



Learning 4• Evaluates own performance and identifies areas for improvement.

Reading 3• Researches theories of dance and movement analysis.

Writing 3• Develops, documents and modifies analysis of dance performance using appropriate formats and terminology.

Oral Communication 3• Engages in discussion with and asks questions to confirm purpose and scope of dance analysis.

• Ask questions to clarify and confirm understanding.

• Seeks feedback through constructive engagement in discussion


62



CUADTM301 Assist with teaching danceThis unit describes the performance outcomes, skills and knowledge required to prepare for and assist with teaching dance classes.

Assistant dance teachers, or senior students with several years of dance experience, apply the skills and knowledge outlined in this unit. They would usually be teaching basic dance techniques to younger or newer students.

Classes would usually be conducted in dance studios or in venues such as community halls, where flooring is appropriate for the safe teaching of dance.

At this level, they operate under the guidance and supervision of senior dance teachers, but a certain amount of autonomy is expected when they are teaching classes.

Core Skills Profile


CUADTM301 Assist with teaching dance

Performance Variables The following factors influence the performance of core skills in assisting with teaching dance.

Support


Context


Text complexity


Task complexity


3

2

Learning

Reading

Writing

Oral Communication

Numeracy -

3

-

63


• Identifies opportunities to develop own skills.

Reading 3• Reads and comprehends organisational policies and procedures.


Oral Communication 3• Discusses lesson plans and learner requirements with others, presenting ideas, seeking other’s ideas and asking questions to

clarify understanding.

• Explains dance class requirements using register and vocabulary appropriate to audience and context.

• Engages in constructive discussion about teaching strategies with mentor.

• Provides feedback to students using appropriate terminology for audience.

• Seeks feedback and acknowledges from others.


64

CUADTM401 Plan and organise dance classesThis unit describes the performance outcomes, skills and knowledge required to plan and organise classes to teach dance and movement skills to a range of target groups.

This unit applies to people working as teachers or instructors in dance schools or studios. It also applies to people responsible for teaching movement skills for recreational or remedial purposes.

At this level, teachers and instructors may be working from learning programs developed by others, and structuring session plans around those programs. Alternatively, they may be devising and conducting classes which are not based on a particular syllabus.

Core Skills Profile


CUADTM401 Plan and organise dance classes

Performance Variables The following factors influence the performance of core skills in planning and organising dance classes.

Support


Context


Text complexity


Task complexity


3

2

Learning

Reading

Writing

Oral Communication

Numeracy

3

-3

65




Reading 3• Identifies and interprets documentation about learning program, learner groups and appropriate assessment activities.

• Identifies and evaluates learning resources and activities.

Writing 3• Documents adaption of learning objectives and assessments to suit learner needs.

• Documents evaluation of learning resources and activities and modifications to suit leaner groups.

• Develops and documents lesson plans and additional learning resources and activities.

Oral Communication 3• Presents information, seeks information and asks questions to clarify role and responsibilities.

• Engages in discussion with others, seeking ideas and suggestions about teaching strategies.

• Requests support from other appropriate personnel when required.

Numeracy 2• Uses mathematical language and symbolism in documentation.

• Calculates time in lesson plans.

66



CUADTM403 Apply safe dance teaching methodsThis unit describes the performance outcomes, skills and knowledge required to establish an effective learning environment and to use safe and effective dance and movement teaching methods.

This unit applies to teachers or instructors in dance schools or studios. It also applies to people responsible for teaching movement skills for recreational or remedial purposes.

At this level, teachers and instructors are responsible for the output of others and usually work without supervision. They may be delivering lessons based on a specific syllabus, learning program or set of teaching resources prepared by others. Alternatively, they may be conducting classes which are not based on a particular syllabus.

Core Skills Profile


CUADTM403 Apply safe dance teaching methods

Performance Variables The following factors influence the performance of core skills in applying safe dance teaching methods.

Support


Context


Text complexity


Task complexity


5

3

Learning

Reading

Writing

Oral Communication

Numeracy -

3

3

67

Learning 3• Actively seeks feedback from others, evaluates own performance and reflects on areas of improvement.

• Identifies opportunities for improvement and develops action plan to enhance learning.

Reading 3• Identifies organisational and legal requirements for records management.

• Reviews and checks student records.

• Reads and evaluates lesson plans.

Writing 3• Documents students’ progress using appropriate organisational formats and industry terminology.

• Updates and amends lesson plans to reflect evaluation.

Oral Communication 5• Presents and sequences information using appropriate register, terminology and paralinguistic features for audience and

context.

• Applies a range of interpersonal skills to develop relationships with students.

• Presents information through demonstration and commentary using appropriate terminology for audience.

• Explores ideas, builds on others’ ideas and uses a range of persuasive techniques to encourage learners to engage with learning activities.

• Presents learning activities using appropriate register, pace, vocabulary and paralinguistic gestures to maximise engagement.

• Sets ground rules for behaviour and presents consequences using a range of persuasive techniques to moderate learner behaviour.

• Encourages students to reflect on personal learning progress.

• Seeks feedback from peers and management through constructive engagement in discussion.

Numeracy -No specific numeracy requirements evident.

68

CUADTM508 Refine dance teaching methodologiesThis unit describes the performance outcomes, skills and knowledge required to refine and extend methodologies for teaching any style of dance, creating an optimal learning environment and engaging learners in their professional development.

This unit applies to those working at a senior level as teachers or instructors in a dance school or studio. They could be employed by the school, or offer their services on a freelance basis.

At this level, teachers and instructors are expected to display initiative and judgement and apply cognitive and communication skills to identify, analyse, synthesise and act on information from a variety of sources. Applying the skills and knowledge in this unit is a largely self-directed activity, but may involve some mentored guidance.

Core Skills Profile


CUADTM508 Refine dance teaching methodologies

Performance Variables The following factors influence the performance of core skills in refining dance teaching methodologies.

Support


Context


Text complexity


Task complexity


4

3

Learning

Reading

Writing

Oral Communication

Numeracy -

3

3

69




• Identifies opportunities for improvement and develops action plan to enhance learning.

Reading 3• Reads and interprets Code of Ethics and other regulatory documentation, and organisational policies and procedures.

Writing 3• Provides written communication about policies and procedures to parents and carers using register structure and vocabulary

suitable to audience and context.

• Provides written information with peers using appropriate register, structure and terminology.

Oral Communication 4• Presents information using appropriate register, terminology and paralinguistic features for audience and context.

• Seeks feedback from others through constructive engagement in discussion.

• Applies a range of interpersonal skills to develop relationships with peers and others.

• Explores ideas, builds on others’ ideas and uses a range of techniques to collaborate with others.

• Seeks and shares information using appropriate register, vocabulary and paralinguistic features to demonstrate respect for others.


70



CUADTM509 Refine professional practice as a dance teacherThis unit describes the performance outcomes, skills and knowledge required to apply professional and ethical business practices and refine dance teaching methodologies.

This unit applies to those working at a senior level as teachers or instructors in a dance school or studio. They could be employed by the school or offer their services on a freelance basis.

At this level, teachers and instructors are expected to display initiative and judgement and apply cognitive and communication skills to identify, analyse, synthesise and act on information from a variety of sources. Applying the skills and knowledge in this unit is a largely self-directed activity, but may involve some mentored guidance.

Core Skills Profile


CUADTM509 Refine professional practice as a dance teacher

Performance Variables The following factors influence the performance of core skills in refining professional practice as a dance teacher.

Support


Context


Text complexity


Task complexity


4

3

Learning

Reading

Writing

Oral Communication

Numeracy

3

2

2

71

Learning 2• Actively seeks feedback from others and develops action plan to enhance learning.

Reading 3• Reads and interprets Code of Ethics and other regulatory documentation, and organisational policies and procedures.

Writing 3• Provides written communication about policies and procedures to parents and carers using register structure and vocabulary

suitable to audience and context.

• Provides written information with peers using appropriate register, structure and terminology.

• Documents medical concerns and referral recommendations using appropriate formats.

• Documents monitoring systems of practice.

Oral Communication 4• Presents information using appropriate register, terminology and paralinguistic features for audience and context.

• Applies a range of interpersonal skills to develop relationships with peers and others.

• Explores ideas, builds on others’ ideas and uses a range of techniques to collaborate with others.

• Seeks and shares information using appropriate register, vocabulary and paralinguistic features to demonstrate respect for others.

• Seeks feedback from peers and management through constructive engagement in discussion.

Numeracy 2• Reads and interprets numerical data in organisational documentation and budgets.

• Selects and uses familiar mathematical problem solving processes to manage practice.

72

CUAIND301 Work effectively in the creative arts industryThis unit describes the performance outcomes, skills and knowledge required to work effectively in the creative arts industry. It applies to any field of the arts industry and is relevant to people in a wide range of occupations, for example, dancers, musicians, actors, cabaret performers, street performers, entertainment administrators, reviewers, film makers and public artists.

At this level, individuals are required to use some discretion and judgement and operate under broad supervision within an established framework of plans and procedures.

Core Skills Profile


CUAIND301 Work effectively in the creative arts industry

Performance Variables The following factors influence the performance of core skills in working effectively in the creative arts industry.

Support


Context


Text complexity


Task complexity


4

3

Learning

Reading

Writing

Oral Communication

Numeracy

3

2

-

73




• Reviews industry trends to identify effects on own practice development.

• Identifies opportunities to develop own skills.

Reading 3• Identifies and interprets information on industry trends from a range of sources.

• Reads and interprets contractual documents.

• Reads and interprets legislative and regulatory information and workplace procedures relevant to work tasks.

Writing 3• Documents agreements and contracts using appropriate register, structure and terminology.

Oral Communication 4• Discusses learning opportunities using appropriate register, vocabulary and paralinguistic features.

• Listens to and follows advice and directions from relevant personnel.

• Presents contractual information.



• Negotiates and seeks agreement using a range of interpersonal skills.

• Seeks feedback from others to identify improvement opportunities.


74



CUAIND601 Work professionally in the creative arts industryThis unit describes the performance outcomes, skills and knowledge required to display a professional attitude when working in the creative arts industry. Individuals could be establishing a career as a performer in disciplines, such as dance, music, acting or circus skills, or they could be specialising in choreography, production management, arts administration, visual arts, design or community cultural development.

At this level people are expected to apply wide-ranging, highly specialised technical, creative or conceptual skills to express ideas and perspectives. Work activities are largely self-directed.

Core Skills Profile


CUAIND601 Work professionally in the creative arts industry

Performance Variables The following factors influence the performance of core skills in working professionally in the creative arts industry.

Support


Context


Text complexity


Task complexity


4

3

Learning

Reading

Writing

Oral Communication

Numeracy

3

4

-

75


• Identifies skills gaps and develops action plan for improvement.

Reading 3• Identifies and interprets information on work opportunities in industry from a range of sources.

• Researches online to identify work opportunities.

• Identifies and reviews positions advertised.

• Identifies and interprets background material for positions in industry.

Writing 3• Documents CV and supporting material using appropriate register, structure and terminology.

• Uploads details using appropriate register, structure and terminology for online environment.

• Develops follow-up documentation.

Oral Communication 4• Asks questions to gather information.

• Presents information using appropriate register, vocabulary and paralinguistic features for audience and context.

• Seeks information from others, clarifying and confirming understanding.


• Participates in meetings, listening to information, offering input and clarifying information.

• Seeks feedback from others through constructive engagement in discussion.

• Develops industry networks using a range of interpersonal skills.


76

CUAWHS101 Follow safe dance practicesThis unit describes the performance outcomes, skills and knowledge required to build a safe and healthy career in the live performance industry. At this level individuals are learning about and applying safe dance practice in classes, rehearsals and performances under the supervision of experienced dancers and dance teachers.

Core Skills Profile


CUAWHS101 Follow safe dance practices

Performance Variables The following factors influence the performance of core skills in following safe dance practices.

Support

Works alongside an expert/mentor where prompting and advice can be provided (1)

Context


Text


Task complexity


2

2

Learning

Reading

Writing

Oral Communication

Numeracy

2

-

-

77




Reading 2• Locates and reads information from a range of sources.

• Identifies sources of health and injury management information.

• Reads safety and emergency procedures, instructions and checklists.

Writing 2• Lists sources of health and injury management information.

• Completes required documentation using organisational formats.

Oral Communication 2• Asks questions to gain understanding of anatomy, dance injuries and health issues.

• Informs appropriate personnel of hazards.

• Engages in discussion with relevant personnel to improve own understanding of dance related safety.

• Asks questions to clarify and confirm understanding of safety and emergency procedures.

• Asks relevant personnel for assistance when necessary.


78



CUAWHS201 Develop a basic level of physical condition for dance performanceThis unit describes the performance outcomes, skills and knowledge required by dancers and dance students to plan and implement a basic fitness regime. Training to build strength, flexibility and stamina is a vital aspect of a dancer’s daily routine. At this level, exercises are usually undertaken with supervision and guidance in dance or fitness studios, or gyms.

Core Skills Profile


CUAWHS201 Develop a basic level of physical condition for dance performance

Performance Variables The following factors influence the performance of core skills in developing a basic level of physical condition for dance performance.

Support


Context


Text complexity


Task complexity


3

2

Learning

Reading

Writing

Oral Communication

Numeracy

2

-

2

79



Writing 2• Documents and modifies a basic personal fitness plan.

• Documents the financial costs of maintaining a balanced diet.

Oral Communication 3• Listens to and notes specific information to plan fitness regime.


• Engages in discussion and forms agreement with relevant personnel on review process.

• Participates in oral exchanges during review of fitness regime.

Numeracy 2No specific numeracy requirements evident.

80

CUAWHS301 Condition the body for dance performanceThis unit describes the performance outcomes, skills and knowledge required to optimise physical wellbeing and safely perform a range of body conditioning exercises and movements to support dance performance. Physical conditioning exercise programs could be undertaken in dance or fitness studios, or gyms.

Work performed requires a range of well-developed skills where some discretion and judgement are required and individuals are expected to take responsibility for their own outputs.

Core Skills Profile


CUAWHS301 Condition the body for dance performance

Performance Variables The following factors influence the performance of core skills in conditioning the body for dance performance.

Support


Context


Text complexity


Task complexity


3

3

Learning

Reading

Writing

Oral Communication

Numeracy

3

3

2

81



Learning 2• Identifies improvement strategies to enhance personal exercise regime.


• Reads and interprets health and safety procedures.

• Reads and evaluates training program to determine suitability to meet body conditioning requirements.

Writing 3• Develops personal exercise program.

• Records pre-conditioning physical evaluation results.

• Records body temperature, pulse and respiration rates.

• Modifies and updates personal physical and exercise program.

Oral Communication 3• Engages in discussion with relevant personnel on types of body conditioning programs and the effects of motivation.

• Listens to and notes specific information to develop exercise regime.

• Seeks advice from professionals to assist achievement of goals.


Numeracy 3• Measures and records numerical data.

• Compares and contrasts numerical data from a range of sources.

82



CUAWHS401 Apply movement and behavioural principles to physical conditioningThis unit describes the performance outcomes, skills and knowledge required by performers to apply principles associated with kinesiology, biomechanics and human behaviour to their physical conditioning regime. Exercise programs could be undertaken in a performance space or other locations, such as fitness studios and gyms.

Work performed requires a range of well-developed skills where some discretion and judgement are required and individuals are expected to take responsibility for their own outputs.

Core Skills Profile


CUAWHS401 Apply movement and behavioural principles to physical conditioning

Performance Variables The following factors influence the performance of core skills in applying movement and behavioural principles to physical conditioning.

Support


Context


Text complexity


Task complexity


4

3

Learning

Reading

Writing

Oral Communication

Numeracy 2

-

-

83


Reading 3• Identifies and interprets information about somatic methods and movement philosophies from a range of sources.


Oral Communication 4• Discusses kinaesethic learning and philosophies of movement with relevant personnel using appropriate register and

terminology.

• Asks questions, seeks others’ opinions and listens to responses.

• Presents information and offers opinions, discussing new ways to conduct physical conditioning.

• Uses industry specific terminology to explore options and exchange ideas.

Numeracy 2• Selects and uses familiar mathematical processes to calculate and compare physiological responses.

84

CUAWHS403 Incorporate anatomy and nutrition principles into skill developmentThis unit describes the performance outcomes, skills and knowledge required to apply an understanding of the connection between safe dance practice, and nutrition principles and human body structure.

Dancers and other performers apply the skills and knowledge outlined in this unit in daily training sessions to avoid injury or to adjust their approach to physical conditioning. This unit also applies to dance teachers who impart this knowledge to learners to facilitate informed discussion about safe dance practice.

At this level people take responsibility for their own outputs and activity is usually self-directed, though some guidance from teachers or mentors could be expected.

Core Skills Profile


CUAWHS403 Incorporate anatomy and nutrition principles into skill development

Performance Variables The following factors influence the performance of core skills in incorporating anatomy and nutrition principles into skill development.

Support


Context


Text complexity


Task complexity


3

Learning

Reading

Writing

Oral Communication

Numeracy 2

-

3

4

85



Learning 3• Identifies and participates in activities to update and expand knowledge of anatomy and nutrition to improve work practices.

• Seeks guidance on how to improve performance through developing understanding of relationship between anatomy and nutrition.

Reading 3• Identifies and interprets information about anatomy, physical conditioning and nutrition from a range of sources.


Oral Communication 4• Discusses anatomy, physical conditioning and nutrition with relevant personnel using appropriate register and terminology.

• Uses specific anatomical terms in discussions about physical conditioning, nutrition and performance.


• Presents information and offers opinions, discussing new ways to develop technique and/or teaching practice.

Numeracy 2• Selects and uses familiar mathematical processes to calculate and compare physiological responses.

86



CUAWHS501 Maintain a high level of fitness for performanceThis unit describes the performance outcomes, skills and knowledge required to design, implement and evaluate the effectiveness of an advanced exercise program aimed at maintaining peak fitness for performances that require a high level of stamina, strength and endurance.

Individuals who apply these skills are expected to display a high level of initiative, judgement and responsibility as they develop fitness programs that incorporate well-developed understanding of anatomy and physiology, the principles of biomechanics, and the way they inform the development of advanced exercise programs. At this level, access to a fully equipped fitness studio or gym is required.

Core Skills Profile


CUAWHS501 Maintain a high level of fitness for performance

Performance Variables The following factors influence the performance of core skills in maintaining a high level of fitness for performance.

Support


Context


Text complexity


Task complexity


3

Learning

Reading

Writing

Oral Communication

Numeracy

3

3

3

2

87

Learning 3• Seeks feedback and advice and adapts exercise program to improve performance.

Reading 3• Identifies and interprets information about exercise program.

• Identifies and interprets instructions for gym behaviour and use of equipment.

Writing 3• Documents and updates exercise program using industry specific terminology and appropriate format.

• Notes over-training symptoms and actions taken to address in exercise program.

Oral Communication 3• Discusses exercise program with relevant personnel using appropriate register and terminology.

• Follows directions from personnel supervising exercise program.


• Presents information and offers opinions, discussing ways to develop exercise program.

Numeracy 2• Selects and uses familiar mathematical processes to calculate and compare physiological responses and exercise targets.

88

CUAWHS602 Develop techniques for maintaining resilience in a competitive environmentThis unit describes the performance outcomes, skills and knowledge required by performers to evaluate behavioural principles to develop strategies that help cope with performance anxiety and other aspects of working in a competitive environment. In a highly competitive market, performers have to apply a range of psychological techniques to perform with the skill and artistry needed to further their careers.

Developing strategies to resolve performance issues is a largely self-directed activity, but may involve some mentored guidance.

Core Skills Profile


CUAWHS602 Develop techniques for maintaining resilience in a competitive environment

Performance Variables The following factors influence the performance of core skills in developing techniques for maintaining resilience in a competitive environment. Support


Context


Text complexity


Task complexity


3

Learning

Reading

Writing

Oral Communication

Numeracy

3

4

-

-

89



Learning 3• Develops strategies to learn how to better manage performance anxiety.

• Reflects on experience of coping strategies and identifies ways to improve performance.

Reading 3• Identifies and interprets information about behaviour in group environments from a range of sources.

• Identifies and interprets information from a range of sources about performance anxiety and psychological effects of injuries on performance.


Oral Communication 4• Discusses stages of development with relevant personnel using appropriate register and terminology.

• Identifies differences between psychology and psychiatry through discussion with relevant personnel.

• Presents information, expresses opinion and responds to others’ opinions using appropriate terminology.


• Presents information offers ideas and seeks others’ ideas to manage performance anxiety.

• Facilitates discussion with others to identify strategies and tools to improve performance.


90



CUAPPM401 Contribute to the organisation of productionsThis unit describes the performance outcomes, skills and knowledge required to assist with planning, organising and rehearsing productions. People in production assistant roles work with limited supervision and are responsible for the output of others. They work to instructions or plans developed by production personnel, such as directors, stage managers, lighting designers, costume managers and producers.

Core Skills Profile


CUAPPM401 Contribute to the organisation of productions

Performance Variables The following factors influence the performance of core skills in contributing to the organisation of productions.

Support

Works independently and uses own familiar support resources (3)

Context


Text complexity


Task complexity


3

Learning

Reading

Writing

Oral Communication

Numeracy

2

4

-

-

91

Learning 2• Seeks feedback from others and reflects on areas of improvement.

Reading 3• Reads and analyses production documentation.


Oral Communication 4• Discusses production details with others, presenting ideas, seeking other’s ideas and asking questions to clarify understanding.

• Asks questions to clarify and confirm production details.

• Presents information using appropriate sequencing, register and terminology.

• Discusses production with colleagues and others using appropriate register, vocabulary and paralinguistic features.

• Listens to others’ input comprehending terminology and paralinguistic features.

• Seeks feedback from others.


92

CUAPPM501 Manage live productionsThis unit describes the performance outcomes, skills and knowledge required to plan and manage technical, creative and logistical aspects of small-scale live productions.

Individuals who apply these skills are expected to display a high level of initiative and judgement as they take responsibility for organising, planning and coordinating the work of individuals and teams involved in staging productions.

Core Skills Profile


CUAPPM501 Manage live productions

Performance Variables The following factors influence the performance of core skills in managing live productions.

Support


Context


Text complexity


Task complexity


4

Learning

Reading

Writing

Oral Communication

Numeracy

4

4

-

3

93




Reading 4• Reads and interprets a range of production documentation including production designs, schedules and budgets.

• Reads and understands relevant workplace OHS policies and procedures.

• Reviews plans, schedules and documentation to monitor progress.

Writing 4• Records and distributes meeting outcomes using organisational formats.

• Develops and modifies technical and creative production plans and schedules using organisational formats.

• Provides written information and advice to production personnel using language and register appropriate to audience.

• Records progress against planned tasks and timelines.

• Documents tasks and timeframes associated with post production activities.

• Documents outcomes from post production review.

Oral Communication 4• Participates in meetings by listening, presenting information and encouraging other members to contribute.

• Informs individuals and groups of their roles and responsibilities in staging a live production using language appropriate to audience and context.

• Presents information and advice using register and language appropriate to audience.

• Engages in discussion with relevant personnel and asks questions to clarify and confirm additional resource needs.

• Facilitates discussion to develop and maintain relationships in accordance with the organisation’s social, ethical and business standards using language appropriate to audience and context.

• Asks questions, listens to responses, and clarifies and paraphrases as required.

• Seeks and shares information using appropriate register, vocabulary and paralinguistic features for context.

• Asks questions and encourages discussion to evaluate production operations.

• Recommends actions to improve future production processes, presenting information and rationale and listening to responses.

Numeracy 3• Identifies numerical data in budget.

• Calculates time required and sequences pre and post production activities.

• Measures and performs calculations to mark out performance area.

• Compares and contrasts numerical data to monitor progress of activities.

• Uses a combination of formal and informal mathematical language and general language to discuss requirements.

94



CUAPPM502 Realise productionsThis unit describes the performance outcomes, skills and knowledge required to plan and manage pre-production and production operations in specialist areas, such as lighting, audio, vision systems, stage management, costume, sets, props, scenic art and staging.

Individuals who apply these skills are expected to display a high level of initiative and judgement as they take responsibility for managing the realisation of production concepts in their area of production expertise.

Core Skills Profile


CUAPPM502 Realise productions

Performance Variables The following factors influence the performance of core skills in realising productions.

Support


Context


Text complexity


Task complexity


4

Learning

Reading

Writing

Oral Communication

Numeracy

4

4

-

3

95


Reading 4• Reads and interprets production documentation including production designs, schedules, notes and budgets.

• Identifies and understands organisational procedures and documentation regarding sourcing, purchasing and recording.

• Identifies and understands organisational procedures regarding legislative obligations.

Writing 4• Develops, documents and modifies production plans including contingency plans using organisational formats.

• Completes organisational documentation required for the acquisition of goods or services.

• Develops and documents expenditure estimates to realise production.

• Records and distributes meeting outcomes using organisational formats.

• Provides written information and advice to production personnel using language and register appropriate to audience.

• Documents outcomes from post production evaluation.

Oral Communication 4• Engages in discussion with relevant personnel and asks questions to confirm key objectives and scope of production.

• Recommends actions to avoid budget overruns to relevant personnel, presenting information and rationale and listening to responses.

• Engages in discussion and reaches agreement on action plans, budget and methods to monitor progress using language and register appropriate to audience.

• Explains requirements to meet production deadlines and allocates work to relevant personnel using language and register appropriate to audience.



• Participates in meetings by listening, presenting information and encouraging other members to contribute.

• Asks questions and encourages discussion to evaluate pre-production operations.

• Presents evaluation information using register and language appropriate to audience.

Numeracy 3• Reads and interprets numerical data in production specifications.

• Compares and contrasts costs of products and services between suppliers in accordance with organisational procedures.

• Calculates expenditure costs and compares to budget allocation.

• Calculates time lines and sequences individual tasks to meet production schedule.

• Records numbers or quantities in accordance with organisational conventions.

• Compares and contrasts numerical data to monitor against agreed plans.

• Uses a combination of written and oral mathematical language to discuss evaluations and recommendations.

96

CUAPPM503 Incorporate creative and technical needs into management processesThis unit describes the performance outcomes, skills and knowledge required to plan and manage pre-production and production operations in specialist areas, such as lighting, audio, vision systems, stage management, costume, sets, props, scenic art and staging.

Individuals who apply these skills are expected to display a high level of initiative and judgement as they take responsibility for managing the realisation of production concepts in their area of production expertise.

Core Skills Profile


CUAPPM503 Incorporate creative and technical needs into management processes

Performance Variables The following factors influence the performance of core skills in incorporating creative and technical needs into management processes.

Support


Context


Text complexity


Task complexity


4

Learning

Reading

Writing

Oral Communication

Numeracy

3

4

-

3

97



Learning 3• Identifies and participates in professional development activities to update currency of industry knowledge and improve work

practices.

Reading 4• Reads and analyses production documentation including production designs, notes, plans and scripts.

• Identifies professional development opportunities from a range of sources.

• Locates, reads and interprets information to update creative and technical production knowledge.


Oral Communication 4• Engages in discussion with relevant personnel and asks questions using language and register appropriate to audience.


• Contributes to decision making process by presenting information, asking questions and expressing opinions.


• Uses a combination of written and oral mathematical language to discuss production specifications.

98



CUAPPM504 Manage bump in and bump out of shows This unit describes the performance outcomes, skills and knowledge required to manage the movement, transportation, installation and removal of equipment and physical elements for productions in the screen, media, entertainment and events industries.

Individuals who apply these skills are expected to display a high level of initiative, judgement and responsibility as they supervise the bump in and bump out of production areas, such as lighting, sound, staging, sets, props, scenic art or vision systems.

Core Skills Profile


CUAPPM504 Manage bump in and bump out of shows

Performance Variables The following factors influence the performance of core skills in managing bump in and bump out of shows.

Support


Context


Text complexity


Task complexity


4

Learning

Reading

Writing

Oral Communication

Numeracy

4

4

-

3

99

Learning 3No specific learning requirements evident.

Reading 4• Reads and analyses production documentation including equipment lists, production schedules, technical and production plans,

budgets and transport schedules.

• Identifies and interprets supply inventories.

• Reads and interprets organisational policies and procedures for the movement and installation of equipment.

Writing -• Completes organisational documentation required for the acquisition of goods or services.

• Develops and documents hazard management plan.

• Develops and documents staff roster to meet production schedule.

• Develops and documents contingency plans using organisational formats.

• Develops and documents equipment movement and installation plans.

• Documents outcomes from evaluation.

Oral Communication 4• Engages in discussion with relevant personnel and asks questions to determine efficient movement and installation process.

• Presents information to explain human resource requirements to relevant personnel.

• Asks questions, provides advice and guidance using appropriate register, vocabulary and paralinguistic features in order to facilitate the removal and installation of equipment.

• Asks questions and listens to responses and clarifies and paraphrases as required.

• Seeks feedback from others and notes improvement opportunities.


• Calculates cost of additional equipment and material requirements.

• Identifies and interprets numerical data in budget.

• Reconciles physical quantity of equipment and material with inventory listing.

• Estimates staff requirements and develops staff roster to meet production schedule.

• Uses a combination of written and oral mathematical language to discuss production.

100



CUAPRF201 Prepare for performances This unit describes the performance outcomes, skills and knowledge required to prepare to perform at a basic level before audiences in contexts as varied as small and large entertainment venues, street festivals, corporate functions and community events.

People who want to pursue a career as performers in the entertainment, theatre and events industries apply the skills and knowledge outlined in this unit. They could be training to be actors, dancers, circus performers, musicians or vocalists. The development of these skills is usually carried out in private practice, rehearsal and performance settings and under supervision and guidance.

Core Skills Profile


CUAPPRF201 Prepare for performances

Performance Variables The following factors influence the performance of core skills in preparing self for performance

Support


Context


Text complexity


Task complexity


Learning

Reading

Writing

Oral Communication

Numeracy

3

-

2

-

-

101

Learning 2No specific learning requirements evident.


Writing -No specific numeracy requirements evident.

Oral Communication 3• Discusses performance issues with others, presenting ideas, seeking other’s ideas and asking questions to clarify understanding.

• Presents information using appropriate register and terminology.



• Presents information, when required, to relevant personnel using appropriate register and terminology.


102

CUAPRF306 Develop musical theatre techniquesThis unit describes the performance outcomes, skills and knowledge required to develop basic dancing, acting and vocal techniques required in musical theatre.

This unit applies to performers who are pursuing a career in musical theatre and other contexts where musical theatre skills are required. Performances could be in commercial settings, such as cruise ships, casinos and corporate events, or community settings. Performers would usually be performing as members of an ensemble.

At this level work is normally supervised, though some autonomy and judgement can be expected within established parameters.

Core Skills Profile


CUAPRF306 Develop musical theatre techniques

Performance Variables The following factors influence the performance of core skills in developing musical theatre techniques.

Support


Context


Text complexity


Task complexity


Learning

Reading

Writing

Oral Communication

Numeracy

3

-

2

-

3

103



Learning 3• Seeks feedback from others and reflects on own performance to identify areas for improvement.

• Observes industry practitioners, identifies new ideas and trends, and applies to own techniques

Reading 3• Identifies and interprets information about the theatre industry from a range of sources.

• Identifies theatre terminology and risk factors from a range of sources.

• Reads and reviews documentation about character to be performed.


Oral Communication 3• Discusses physical conditioning with others, presenting ideas, seeking other’s ideas and asking questions to clarify

understanding.

• Presents information using appropriate register and terminology.




104



CUAPRF404 Refine movement skills for performanceThis unit describes the performance outcomes, skills and knowledge required to develop and refine movement skills required in a range of live performance contexts. At this level, performers are constantly refining their technique and expression to produce performances that convey the mood and style of music through movement routines.

This unit applies to performers who are consolidating their career where high level movement skills are required. They could be involved in dance, musical theatre and circus performances. They would usually be performing as members of an ensemble, though some solo work could be expected.

While supervision and guidance are provided in practice sessions and rehearsals, performers are expected to display a high level of motivation and responsibility for themselves and others during live performances.

Core Skills Profile


CUAPRF404 Refine movement skills for performance

Performance Variables The following factors influence the performance of core skills in refining movement skills for performance.

Support


Context


Text complexity


Task complexity


Learning

Reading

Writing

Oral Communication

Numeracy

3

-

3

-

3

105

Learning 3• Seeks feedback and accepts guidance from teachers/mentors to develop skills.

Reading 3• Identifies and interprets information from a range of sources.


Oral Communication 3• Discusses methods to develop own movement skills with relevant personnel.

• Engages in discussion with individuals and/or groups to assist in the generation of ideas for movement routines.



• Seeks and listens to feedback from teachers/mentors to improve own movement skills.


106

CUAPRF405 Rehearse technique for performanceThis unit describes the performance outcomes, skills and knowledge required by performers, such as singers, actors, dancers, circus performers and comedians, to participate in rehearsals for performances. Techniques employed include acting, singing, dancing, movement, mime, acrobatics and improvisation.

Rehearsals could be for performances in commercial, competition or community settings and performers would usually be working in ensembles, partnerships or performing solo.

In a rehearsal context performers are collaborating with each other and working under the direction of an artistic director or producer.

Core Skills Profile


CUAPRF405 Rehearse technique for performance

Performance Variables The following factors influence the performance of core skills in rehearsing technique for performance.

Support


Context


Text complexity


Task complexity


Learning

Reading

Writing

Oral Communication

Numeracy

3

-

3

-

3

107



Learning 3• Seeks feedback and accepts guidance from others to improve own performance.

Reading 3• Reads play scripts and/or song lyrics.


Oral Communication 3• Asks questions to clarify and confirm understanding.

• Engages in discussion with individuals and/or groups to explore issues and expectations.

• Seeks information by asking questions and interpreting paralinguistic features.

• Uses a range of listening techniques and verbal and non-verbal responses to build rapport with rehearsal team members.

• Listens to and follows directions.

• Participates in group discussions to review progress and performance.

• Seeks feedback on own performance using appropriate register, vocabulary and paralinguistic features.


108



CUAPRF501 Refine performance techniquesThis unit describes the performance outcomes, skills and knowledge required by singers, actors, dancers, circus performers and comedians to refine performance and interpretive skills to perform complex roles, sequences and routines before audiences.

Performances may be in commercial, competition or community settings and performers could be working in ensembles, partnerships or performing solo. Performers are expected to display a high level of motivation and sense of responsibility for themselves and others involved in live performances.

Core Skills Profile


CUAPRF501 Refine performance techniques

Performance Variables The following factors influence the performance of core skills in refining performance skills.

Support


Context


Text complexity


Task complexity


Learning

Reading

Writing

Oral Communication

Numeracy

4

-

3

-

3

109

Learning 3• Seeks feedback from others and reflects on own performance to identify areas for improvement.

• Analyses performance to assess own development and improvement areas.

Reading 3• Reads and interprets rehearsal and performance schedules.

• Reads play scripts and/or song lyrics.


Oral Communication 4• Engages in discussion using appropriate register, vocabulary and paralinguistic features to develop and strengthen professional

relationships and group cohesion.

• Uses a range of listening techniques and verbal and non-verbal responses to build rapport with other performers.

• Shares information with, and seeks information from others using appropriate register, vocabulary and paralinguistic features.


• Seeks feedback from relevant personnel through constructive engagement in discussion.

• Listens to advice and information and asks questions to confirm understanding and clarify details.


110

CUAPRF503 Prepare for performances in a competitive environmentThis unit describes the performance outcomes, skills and knowledge required to prepare for and perform in competitive environments, such as auditions and competitions that showcase performers’ skills and improve their employment prospects.

At this level, performers such as actors, dancers, musicians and vocalists are expected to use initiative and sound judgement and to apply theoretical concepts and creative skills when responding to the unpredictable in a range of live performance situations.

Core Skills Profile


CUAPRF503 Prepare for performances in a competitive environment

Performance Variables The following factors influence the performance of core skills in preparing for and performing in a competitive environment.

Support


Context


Text complexity


Task complexity


Learning

Reading

Writing

Oral Communication

Numeracy

4

3

3

3

2

111



Learning 3• Seeks feedback from others and reviews own performance to identify areas for improvement.

Reading 3• Researches audition or competition requirements from a range of sources.

• Reviews and organises promotional material.

• Identifies and reviews information from a range of sources to identify statutory responsibilities and restrictions on use.

Writing 3• Develops written texts to appropriate persons to follow-up.

Oral Communication 4• Asks questions to clarify and confirm understanding.

• Shares information with, and seeks information from others using appropriate register, vocabulary and paralinguistic features.


• Engages in discussion with others using appropriate register, vocabulary and paralinguistic features.

• Seeks feedback from relevant personnel through constructive engagement in discussion.

• Listens to advice and information and asks questions to confirm understanding and clarify details.

Numeracy 2• Identifies and compares and contrasts costs involved in purchase and hire of resources.

112



CUAPRF504 Refine musical theatre techniquesThis unit describes the performance outcomes, skills and knowledge required by singers, dancers and actors to refine the combination of techniques employed in musical theatre performances, namely dance, acting and singing. Performances could be in commercial or community settings and performers would usually be performing as members of an ensemble, or in cabaret settings that could involve a large component of solo routines.

While some supervision and guidance are provided in practice sessions and rehearsals, performers are expected to be self-directed and display a high level of motivation and responsibility for themselves and others.

Core Skills Profile


CUAPRF504 Refine musical theatre techniques

Performance Variables The following factors influence the performance of core skills in refining musical theatre techniques.

Support


Context


Text complexity


Task complexity


Learning

Reading

Writing

Oral Communication

Numeracy

4

3

3

-

-

113

Learning 3• Seeks feedback from others and identifies strategies to improve future performance.

• Observes industry practitioners, identifies new ideas and trends and applies to own techniques.

Reading 3• Reads scripts and/or song lyrics.

• Reads and reviews documentation about character to be performed.


Oral Communication 4• Discusses physical conditioning with others, presenting ideas, seeking others’ ideas and asking questions to clarify

understanding.

• Seeks advice from professionals to assist achievement of personal goals.

• Engages in discussion with others using appropriate register, vocabulary and paralinguistic features.

• Shares information, expresses opinion and responds to others’ opinions using appropriate register, vocabulary and paralinguistic features.

• Seeks feedback on performance from others.


114

CUAVOS401 Develop singing techniques for musical theatreThis unit describes the performance outcomes, skills and knowledge required to develop techniques for integrating singing with the acting and dancing skills required of musical theatre performers. Moments of dramatic intensity are often expressed in songs so an ability to move from spoken to sung voice is essential, along with the physical stamina required to sustain a role that includes dancing.

At this level supervision and guidance are provided during practice sessions but individuals are expected to work independently on experimenting with ways to sustain a role and convey complexity of meaning by integrating vocal and movement skills.

Core Skills Profile


CUAVOS401 Develop singing techniques for musical theatre

Performance Variables The following factors influence the performance of core skills in developing singing techniques for musical theatre.

Support


Context


Text complexity


Task complexity


Learning

Reading

Writing

Oral Communication

Numeracy

4

3

4

-

-

115






Reading 4• Reads and understands information regarding physical problems associated with singing.

• Reads and rereads dialogue and lyrics noting syntax and language patterns used to affect meaning.

• Reads and interprets song lead sheets.



Oral Communication 4• Discusses aspects of the human voice and strategies to avoid physical and vocal problems with appropriate personnel,

presenting ideas and seeking others’ ideas.



• Seeks feedback on own singing technique from teachers and mentors, listens to specific information and clarifies and paraphrases as required.


116



CUAVOS403 Develop vocal techniques for musical theatreThis unit describes the performance outcomes, skills and knowledge required to develop and explore vocal techniques relevant to musical theatre performances.

At this level supervision and guidance are provided during practice sessions but individuals are expected to work independently on experimenting with ways to expand and strengthen vocal techniques associated with conveying meaning and emotion through effective delivery of spoken word and songs.

Core Skills Profile


CUAVOS403 Develop vocal techniques for musical theatre

Performance Variables The following factors influence the performance of core skills in developing vocal skills for musical theatre.

Support


Context


Text complexity


Task complexity


Learning

Reading

Writing

Oral Communication

Numeracy

4

3

4

-

-

117


• Plans learning strategies to develop vocal techniques.



Reading 4• Reads and understands information regarding physical problems that affect the voice.

• Reads and analyses musical theatre scripts to determine performance requirements.



Oral Communication 4• Discusses aspects of the human voice and strategies to avoid physical and vocal problems with appropriate personnel,

presenting ideas and seeking others’ ideas



• Seeks feedback on own singing technique from teachers and mentors.
