Musical Theatre is a Level 2 course
There are no specific entry requirements however individual schools may use varying audition processes. Learners are required to work as a member of an ensemble in a Musical Theatre season. There are four compulsory units of study: Musical Theatre Skill Development, Ensemble Performance Skills, Understanding and Responding to text, score or music and presenting polished Musical Theatre performances. Musical Theatre may lead on to further study in Dance, Drama or Music.
Musical theatre is a highly popular performing art form for Australian audiences. The narrative in musical theatre is communicated through the dialogue, music, movement and technical aspects of the entertainment as an integrated whole. Although musical theatre overlaps with other theatrical forms like opera and dance, it may be distinguished by the equal importance given to the music and other elements. In the study of Musical Theatre, learners work as members of a musical theatre ensemble, acquire music or performance skills, and learn specialised techniques necessary for the performance of this sophisticated theatre genre.
The study of Musical Theatre builds social and collaboration skills and increases self-confidence. Musical Theatre allows the exploration and expression of emotion and creativity. Learners will develop significant skills in rhythmic, body spatial awareness and reflective skills about their own performance practice, skill development and contribution to the ensemble.
On successful completion of this course, learners will be able to:
Musical Theatre Level 2 provides a pathway to studying a range of TASC accredited courses in the performing Arts.
The study of Musical Theatre Level 2 also provides a pathway to the Conservatorium of Music (UTAS) unit FCE 107 MUSIC PROJECT 1 (College Music Theatre Production), and VET units and qualifications associated with the CUA Live Performance and Entertainment Training Package.
This course has a complexity level of 2.
At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 15.
Learners must perform as either a member of the onstage ensemble or instrumental ensemble within the production of at least one Musical Theatre season. The season will comprise at least three (3) public performances.
It is recommended that a published musical theatre show is sourced.
There are four (4) compulsory units:
UNIT 1 Musical Theatre skill development
UNIT 2 Ensemble performance skills
UNIT 3 Understanding and responding to text, score or music
UNIT 4 Presenting polished Musical Theatre performances
The first three units will be delivered concurrently and culminate in Unit 4 – the Musical Theatre production season.
UNIT 1 MUSICAL THEATRE SKILL DEVELOPMENT
This unit focuses on the development of core Musical Theatre skills. While these skills will vary according to the learner’s role in the production, a minimum of three (3) skill areas will be studied:
UNIT 2 ENSEMBLE PERFORMANCE SKILLS
This unit focuses on individual and group rehearsal and performance processes. Learning will focus on:
UNIT 3 UNDERSTANDING AND RESPONDING TO TEXT, SCORE OR MUSIC
This unit focuses on using skills, techniques and processes used to explore and communicate ideas in musical theatre, including:
UNIT 4 PRESENTING POLISHED MUSICAL THEATRE PERFORMANCES
Learners will perform as either a member of the onstage ensemble or instrumental ensemble within the production of at least one Musical Theatre season. The season will comprise at least 3 public performances. Learning will include:
This course requires a class of learners to undertake and fulfil the role of performers working as a member of a group and individually. Individual learners must be aware that such roles involve expectations that they will:
1. Be a responsible member of the ensemble by:
2. Be a self-reflective performer through:
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
The following processes will be facilitated by TASC to ensure there is:
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
This process may also include interviews with past and present learners. It will be scheduled by TASC using a risk-based approach.
The assessment for Musical Theatre Level 2 will be based on the degree to which the learner can:
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| explains* characteristics of Musical Theatre, and the genre and style** of the production | correctly describes* characteristics of Musical Theatre, and the genre and style** of the production | correctly identifies* characteristics of Musical Theatre, and the genre and style** of the production |
| explains artistic intent of designer/director, and how own role(s) in performance supports intent | correctly describes artistic intent of designer/director, and how own role(s) in performance supports intent | correctly identifies artistic intent of designer/director, and how own role(s) in performance supports intent |
| uses basic and specialised terminology relevant to Musical Theatre performance | uses basic terminology relevant to Musical Theatre performance | uses some basic terminology relevant to Musical Theatre performance |
| uses stimulus materials and appropriate experimentation to explore, enhance and refine own performance, and support artistic intent of designer/director. | uses stimulus materials and appropriate experimentation to enhance own performance. | uses stimulus materials and experimentation to inform own performance. |
* Identify: to point out, name, list, distinguish, recognise, establish or indicate who or what someone or something is
Describe: to recount, tell of/about, chronicle, comment on, give an account of characteristics or features
Explain: to make plain, clear, intelligible, to describe in detail, revealing relevant facts
** ‘Genre and style of musical theatre’ include, but are not limited to: book musicals; burlesque; jukebox musicals; musical comedy; rock operas; and vaudeville.
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| consistently maintains effective on-task engagement within specified time frames | maintains effective on-task engagement within specified time frames | remains on task for an agreed time |
| contributes ideas and suggestions that improve performance outcomes and support artistic intent | contributes ideas and suggestions that improve performance outcomes | contributes suggestions and ideas in appropriate ways |
| co-operates with others to achieve performance outcomes, and facilitates ensemble outcomes in support of artistic intent | co-operates with others to achieve performance outcomes, and appropriately supports ensemble members | co-operates with others to achieve performance outcomes, as directed |
| responds appropriately, promptly and accurately to verbal and non-verbal instruction and direction. | responds appropriately and promptly to verbal and non-verbal instruction and direction. | responds appropriately to verbal and non-verbal instruction and direction. |
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| undertakes appropriate warm-up routines and collaboratively uses process to develop and enhance ensemble | undertakes appropriate warm-up routines | undertakes warm-up routines, as directed |
| moves with spatial awareness in performance spaces. The learner’s movements and actions enhance those of the ensemble and crew | moves with spatial awareness in performance spaces. The learner’s movements and actions do not interrupt others | follows direction and directives regarding movements and actions in performance spaces |
| exhibits appropriate theatre behaviours and etiquette during rehearsals and performances, and collaboratively supports others to do so | exhibits appropriate theatre behaviours and etiquette during rehearsals and performances | exhibits appropriate theatre behaviours and etiquette during rehearsals and performances, as directed |
| appropriately cares for Musical Theatre equipment*, collaboratively supports others to do so, and clearly articulates why such care is significant | appropriately cares for Musical Theatre equipment*, and articulates why such care is significant | appropriately cares for Musical Theatre equipment*, as directed, and articulates why such care is required |
| follows workplace safety requirements, protocols and procedures in theatrical spaces, and collaboratively supports others to do so. | follows workplace safety requirements, protocols and procedures in theatrical spaces. | follows workplace safety requirements, protocols and procedures in theatrical spaces, as directed. |
* Musical Theatre equipment includes, but is not limited to: properties; costumes; set items; instruments; scores and music stands; and sound, lighting and effects equipment.
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| explains* own contribution to ensemble with reference to text, score or music, and artistic intent | correctly describes* own contribution to ensemble with reference to text, score or music | correctly identifies* own contribution to ensemble with reference to text, score or music |
| explains challenges that arise during rehearsals and performances, and offers effective solutions | correctly describes challenges that arise during rehearsals and performances, and offers some solutions | correctly identifies challenges that arise during rehearsals and performances |
| communicates ideas and information using basic and specialised terminology relevant to musical theatre performance | communicates ideas and information using basic terminology relevant to musical theatre performance | communicates ideas and information using some basic terminology relevant to musical theatre performance |
| reflects – orally and in writing – on progress towards meeting musical theatre performance goals, assesses progress and plans effective future actions | reflects – orally and in writing – on progress towards meeting musical theatre performance goals, assesses progress and plans future actions | reflects – orally and in writing – on progress towards meeting musical theatre performance goals, and articulates some ways in which goals could be met in the future |
| accurately describes own ensemble skill development and application of skills to ensemble and performance process and outcomes. Areas for future skill development are identified and justification is given. | describes own ensemble skill development and application of skills to ensemble and performance process and outcomes. Areas for future skill development are identified. | identifies own ensemble skill development and application of skills to ensemble and performance process and outcomes. Some areas for future skill development are identified. |
* Identify: to point out, name, list, distinguish, recognise, establish or indicate who or what someone or something is
Describe: to recount, tell of/about, chronicle, comment on, give an account of characteristics or features
Explain: to make plain, clear, intelligible, to describe in detail, revealing relevant facts
The learner:
| Rating A | Rating B | Rating C |
|---|---|---|
| accurately performs own role in ensemble, as directed | performs own role in ensemble, as directed, with minimal inaccuracy | performs own role in ensemble, as directed. There may be errors or omissions in the learner’s performance |
| communicates artistic intent and context* to audience effectively, and with sensitivity | communicates artistic intent and context* to audience | |
| sustains focus, control and appropriate levels of energy for duration of performance | sustains focus and appropriate levels of energy for duration of performance | sustains focus for duration of the performance |
| responds appropriately to cues, and reacts appropriately and with sensitivity to others in the ensemble | responds appropriately to cues and reacts appropriately to others in the ensemble | responds appropriately to cues |
| responds appropriately and with sensitivity to audience reactions, and resolves unexpected issues without loss of focus. | responds appropriately to audience reactions, and resolves unexpected issues. | responds appropriately to audience reactions. |
* Context has the dimensions of the style/genre of the show, and specific settings/situations.
Musical Theatre Level 2 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 5 ratings.
The minimum requirements for an award in Musical Theatre Level 2 are as follows:
EXCEPTIONAL ACHIEVEMENT (EA)
4 ‘A’ ratings, 1 ‘B’ rating
HIGH ACHIEVEMENT (HA)
1 ‘A’ rating, 3 ‘B’ ratings, 1 ‘C’ rating
COMMENDABLE ACHIEVEMENT (CA)
2 ‘B’ ratings, 3 ‘C’ ratings
SATISFACTORY ACHIEVEMENT (SA)
5 ‘C’ ratings
PRELIMINARY ACHIEVEMENT (PA)
3 ‘C’ ratings
A learner who otherwise achieves the ratings for an SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.
Version 1 – Accredited on 17 September 2014 for use in 2015 to 2019. This course replaces Creative Arts - Event Production (CEA315110) that expired on 31 December 2014.
Version 2 - Accreditation renewed 26 June 2019 for use during the period 1 January 2020 to 31 December 2022
MUT215115CourseAccreditation.pdf
(2017-07-21 01:05pm AEST)