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This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
This 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.
Performance evidence - display professionalism in performance practice, explore and refine advanced performance skills, effectively prepare for performances, perform complex roles for audiences with confidence and precision and critically analyse own performance. Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.
Knowledge Evidence - demonstrate knowledge of key theorists, choreographers, theatre directors and movement styles and forms relevant to chosen performance technique, work health and safety (WHS) standards relevant to performing live before audiences. Explain how historical and theoretical contexts for performance can be used to inform own artistic practice. In relation to chosen performance technique, describe key aspects of the following: moral, social, physical and psychological issues associated with characterisation naturalistic and non-naturalistic performance styles, effect of voice and vocal processes on audiences, alignment, breath and techniques for the release of tension, kinaesthetic awareness, body alignment, performance terminology, relationship between performers and audiences, stylistic nuances and dramatic elements associated with various performance styles, cultural perspectives related to performance.
GS5 VET GRADING SCHEMA Used for WAAPA Vet only
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
CUAPRF501|1|1
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
This 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.
Performance evidence - display professionalism in performance practice, explore and refine advanced performance skills, effectively prepare for performances, perform complex roles for audiences with confidence and precision and critically analyse own performance. Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.
Knowledge Evidence - demonstrate knowledge of key theorists, choreographers, theatre directors and movement styles and forms relevant to chosen performance technique, work health and safety (WHS) standards relevant to performing live before audiences. Explain how historical and theoretical contexts for performance can be used to inform own artistic practice. In relation to chosen performance technique, describe key aspects of the following: moral, social, physical and psychological issues associated with characterisation naturalistic and non-naturalistic performance styles, effect of voice and vocal processes on audiences, alignment, breath and techniques for the release of tension, kinaesthetic awareness, body alignment, performance terminology, relationship between performers and audiences, stylistic nuances and dramatic elements associated with various performance styles, cultural perspectives related to performance.
GS5 VET GRADING SCHEMA Used for WAAPA Vet only
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
CUAPRF501|1|2