SAQA

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SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED UNIT STANDARD THAT HAS PASSED THE END DATE:

Use audience responses in performing

SAQA US ID	UNIT STANDARD TITLE
114545	Use audience responses in performing
ORIGINATOR
SGB Performing Arts
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY
-
FIELD			SUBFIELD
Field 02 - Culture and Arts			Performing Arts
ABET BAND	UNIT STANDARD TYPE	PRE-2009 NQF LEVEL	NQF LEVEL	CREDITS
Undefined	Regular	Level 4	NQF Level 04	5
REGISTRATION STATUS		REGISTRATION START DATE	REGISTRATION END DATE	SAQA DECISION NUMBER
Passed the End Date - Status was "Reregistered"		2018-07-01	2023-06-30	SAQA 06120/18
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This unit standard does not replace any other unit standard and is not replaced by any other unit standard.

PURPOSE OF THE UNIT STANDARD

The purpose of this unit standard is to prepare learners to perform in front of live audiences and to use the feedback they receive to improve their performances. This unit standard is intimately connected with the unit standard "Perform Performance Forms", but focuses on such aspects as spontaneity, responsiveness and adaptation to audience demands.

The performance forms within which this unit standard may be evaluated include theatre, drama, stand-up comedy, puppetry, dance, musicals, cabaret, street theatre, opera, circus, mime, storytelling, poetry, etc. Learners have an opportunity to experience performing in a variety of contexts, both formal and informal, and in front of a variety of audiences. Since the Performing Arts rely on the human being as the instrument of artistic expression and creativity, learners must develop a range of personal resources and techniques in order to respond appropriately to audiences in performance. The purpose of the learning in this unit standard is to enable and sensitise the learner to identify, analyse and use audience responses in order to shape and reshape their performance to communicate more effectively to culturally diverse audiences.

Since performance necessitates an audience, this unit standard deals specifically with the demands created by the presence of the audience and the impact that they have on the outcome of the performance. This learning prepares learners for becoming economically active, as a performer in any of the performing arts` forms. It also develops basic presentational skills, which can be utilised in associated fields. Increased awareness of a variety of audiences as well as the cultural and personal biases that they bring to the performance event, exposes learners to different cultures, building a broadened intercultural perspective and understanding.

Learners credited with this unit standard are capable of:

Identifying the characteristics of a receptive and discriminating audience

Identifying the composition and attitude of audiences

Analysing audience responses

Honing their performance to elicit the intended effect from the audience

Using appropriate elements of performance craft and physical technique to sustain engagement with the audience

Critically reflecting on and evaluating their own performances

Strategising for future performances within the context of the direction of the performance

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

A learner taking this unit standard will be expected to have completed the Level 3 unit standard "Rehearse performance form".

UNIT STANDARD RANGE

The scope of this unit standard includes all the competencies required to use audience responses in performing. This unit standard can be applied while performing any performance form. Performances can be in any private or public setting, formal or informal. Learners should be able to perform alone and in groups.

Credited learners should have an understanding of the personal, social and artistic discipline required to be an effective practitioner of these performance forms, in classes, rehearsals and performances. Attitudes of collaboration, empathy, co-operation, integrity, and self-discipline should have been developed by the time they are credited against the unit standard. Cultural and aesthetic sensitivity across a range of performance contexts should also have been developed.

Specific Outcomes and Assessment Criteria:

SPECIFIC OUTCOME 1

Identify the composition and attitude of audiences present at a performance.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The qualities of an informed, critical and discerning audience are identified in order to adapt performance accordingly.

ASSESSMENT CRITERION RANGE

These qualities include engagement, listening, focus, silence, attentiveness, empathy, imagination.

ASSESSMENT CRITERION 2

Behaviour when attending performance is appropriate to the performance context, with theatre etiquette being observed.

ASSESSMENT CRITERION 3

Planning for performances includes an analysis of the intended target audience.

ASSESSMENT CRITERION 4

The likely nature and context of an audience is researched prior to performing for the purpose of better communicating with that audience.

ASSESSMENT CRITERION 5

The composition and attitude of an audience is identified during and after performance through observation.

ASSESSMENT CRITERION 6

Cultural sensitivity is displayed in the analysis of the audience.

SPECIFIC OUTCOME 2

Analyse audience responses during and after performance.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

The success of the engagement of the audience is evaluated during and after a performance, to allow for reflection on own performance.

ASSESSMENT CRITERION 2

The audiences` response is accurately identified, moment-to-moment in performance.

ASSESSMENT CRITERION 3

Concentration and engagement is sustained throughout the performance.

ASSESSMENT CRITERION 4

The performance is adapted on a moment-to-moment basis to achieve optimal engagement with audience.

ASSESSMENT CRITERION 5

The use of performance technology is evaluated for its effectiveness in enhancing audience responses in specific contexts.

ASSESSMENT CRITERION 6

The relationship between audience and performers is examined and analysed for appropriateness.

ASSESSMENT CRITERION RANGE

The kinds of relationships which could exist between audience and performers include audience as voyeurs, spectators, witnesses, passive participants, active participants, audience-in-role, audience as actors, actors as facilitators etc.

SPECIFIC OUTCOME 3

Hone the performance to elicit the intended effect from the audience.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Appropriate elements of performance craft and physical technique are used to sustain or build engagement with the audience.

ASSESSMENT CRITERION 2

The level of performance is maintained and improved through a process of self-assessment and self-discipline.

ASSESSMENT CRITERION 3

The performance is projected in such a way that it affects and engages the audience.

ASSESSMENT CRITERION 4

The performance space is utilised in such a way that it affects and engages the audience.

SPECIFIC OUTCOME 4

Evaluate audience response to own and other`s performances.

ASSESSMENT CRITERIA

ASSESSMENT CRITERION 1

Reviews of performances are written demonstrating insight and aesthetic judgement.

ASSESSMENT CRITERION 2

Reviews and other subjective responses to own and others` performances are analysed in order to discern audience response.

ASSESSMENT CRITERION 3

All the inter-related contexts affecting audience response are considered in the evaluation.

ASSESSMENT CRITERION 4

Future performances are planned and adjustments to the performance made, within the context of the original performance concept and direction.

UNIT STANDARD ACCREDITATION AND MODERATION OPTIONS

Assessment of learner achievements takes place at providers accredited by a relevant ETQA (RSA, 1998b) for the provision of programs that result in the outcomes specified for this unit standard.

Anyone assessing a learner against this unit standard must be registered as an assessor with a relevant ETQA.

Any institution offering learning that will enable achievement of this unit standard must be accredited as a provider with a relevant ETQA.

The relevant ETQA according to the moderation guidelines and the agreed ETQA procedures will oversee moderation of assessment and is responsible for moderation of learner achievements of learners who meet the requirements of this unit standard.

UNIT STANDARD ESSENTIAL EMBEDDED KNOWLEDGE

Credited learners understand and can explain:

Vocal and physical techniques necessary for safe and effective communication

Principles and stylistic qualities appropriate to the performance form such as energy, audience relationship, precision, consistency, role and character, dramatic structure, focus and dramatic tension, movement and dramatic action, sound and voice, language and text, space and time, style and genre, mood, symbol and contrast

The various contexts which influenced the creation of their performance forms or texts

The performance context including audience, space and intention of performance

The nature of audiences and the potential relationships between audience and performer.

Appropriate theatre etiquette

UNIT STANDARD DEVELOPMENTAL OUTCOME

N/A

UNIT STANDARD LINKAGES

N/A

Critical Cross-field Outcomes (CCFO):

UNIT STANDARD CCFO IDENTIFYING

Identify and solve problems pertaining to dealing with different kinds of audiences, while thinking critically and reflectively about their own and others` performances.

UNIT STANDARD CCFO WORKING

Work effectively with all members of the class, cast or production team, using principles of co-operation and collaboration, as well as dealing with the audience directly or indirectly.

UNIT STANDARD CCFO ORGANISING

Organise and manage their time effectively in planning for and evaluating their own and others` performances.

UNIT STANDARD CCFO COLLECTING

Access information about performance craft, principles, terminology and conventions and analyse it for use in performance.

UNIT STANDARD CCFO COMMUNICATING

Communicate effectively with an audience using physical, vocal and verbal and non-verbal communication skills in rehearsal and performance.

UNIT STANDARD CCFO SCIENCE

Use science and technology to enhance performance in order to better engage audience.

UNIT STANDARD CCFO DEMONSTRATING

Demonstrate an understanding of the world as a set of related systems by understanding how the various contexts of a performance and its audience interact to create unique events in time and space.

UNIT STANDARD ASSESSOR CRITERIA

Assessors should keep the following principles in mind when designing and conducting assessments against this unit standard:

Focus the assessment activities on gathering evidence in terms of the main outcome expressed in the title to ensure assessment is integrated rather than fragmented. Remember we want to declare the person competent in terms of the title. Where assessment at title level is unmanageable, then focus assessment around each specific outcome, or groups of specific outcomes.

Make sure evidence is gathered across the entire range, wherever it applies. Assessment activities should be as close to the real performance as possible, and where simulations or role-plays are used, there should be supporting evidence to show the learner is able to perform in the real situation.

Do not focus the assessment activities on each assessment criterion. Rather make sure the assessment activities focus on outcomes and are sufficient to enable evidence to be gathered around all the assessment criteria.

The assessment criteria provide the specifications against which assessment judgements should be made. In most cases, knowledge can be inferred from the quality of the performances, but in other cases, knowledge and understanding will have to be tested through questioning techniques. Where this is required, there will be assessment criteria to specify the standard required.

The task of the assessor is to gather sufficient evidence, of the prescribed type and quality, as specified in this unit standard, that the learner can achieve the outcomes again and again and again. This means assessors will have to judge how many repeat performances are required before they believe the performance is reproducible.

All assessments should be conducted in line with the following well documented principles of assessment: appropriateness, fairness, manageability, integration into work or learning, validity, direct, authentic, sufficient, systematic, open and consistent

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this unit standard was Reregistered in 2012; 2015.

UNIT STANDARD NOTES

N/A

QUALIFICATIONS UTILISING THIS UNIT STANDARD:

	ID	QUALIFICATION TITLE	PRE-2009 NQF LEVEL	NQF LEVEL	STATUS	END DATE	PRIMARY OR DELEGATED QA FUNCTIONARY
Core	48808	Further Education and Training Certificate: Performing Arts	Level 4	NQF Level 04	Passed the End Date - Status was "Reregistered"	2023-06-30	CATHSSETA

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS UNIT STANDARD:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	Sibikwa Arts Centr