SAQA All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.
SOUTH AFRICAN QUALIFICATIONS AUTHORITY 
REGISTERED UNIT STANDARD: 

Practice physical techniques for communication in performance 
SAQA US ID UNIT STANDARD TITLE
114547  Practice physical techniques for communication in performance 
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  20 
REGISTRATION STATUS REGISTRATION START DATE REGISTRATION END DATE SAQA DECISION NUMBER
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 the establishment of a sound foundational competence in the physical techniques required for communication in performance. These physical techniques are fundamental to the progressive development of skills and the ultimate success of the performer. These techniques will sustain a performer`s career and ensure that he or she is employable in both the formal and informal sectors. This unit standard then contributes to future career possibilities by the acquisition of career related skills. It also allows the learner to move onto higher education at Level 5 and above, because the necessary technique is in place.

Through on-going practice, learners develop their physical abilities (which may include vocal work if the performance form requires it). The range of physical abilities includes concentration, muscular co-ordination, control, strength and power, flexibility and adaptability, spontaneity and freedom, as required for the performance of a variety of performance forms. These techniques need to be maintained through rigorous practice and take time to develop (hence the assignment of 20 credits to this unit standard). It is only if these techniques are consistently and comprehensively practiced over time that they will become second nature to the performer and part of the performance vocabulary. This vocabulary is developed in order to communicate most effectively through their performance form and its conventions.

This unit standard is the building block for further performance technique and together with the other performance unit standards, form the basis of a Performing Arts qualification whether in performance, teaching, directing, creating original work, choreography or any other associated career path.

Learners who are credited with this unit standard have developed and consolidated skills, knowledge, values and attitudes in their performance technique, form and style.
Those credited with this unit standard are capable of:
  • Expressing and communicating ideas, thoughts and feelings using techniques, elements, principles and the vocabulary of their chosen performance forms
  • Preparing the body as an instrument of expression taking into account principles of safe practice
  • Using instruments, objects or technologies specific to the chosen performance form for communication and expression
  • Adhering to human rights and responsibilities in relation to performance conventions and protocols. 

  • LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING 
    Learners have achieved the Level 3 unit standard "Practice performance form" in at least one performance form. They possess sufficient physical co-ordination to be able to learn towards this unit standard. 

    UNIT STANDARD RANGE 
    The scope of this unit standard includes the physical techniques involved in learning one performance form. It is essential that the same performance form addressed in "Perform performance form" is addressed in "Practice physical techniques for communication in performance". The focus of the assessment criteria will be dependent on the chosen performance form.

    Competence must be demonstrated in the preparation of both mind and body for practice towards performance. This includes physical conditioning to prepare the body as the instrument of expression by developing flexibility, strength, co-ordination and control. It also includes anatomical knowledge of the skeleton and muscles and how they function in performance as the underpinning knowledge for ensuring understanding of safe practice. Performance vocabulary is developed.

    The context of this unit standard is often daily physical exercise. In order to best use the body as an instrument of communication and expression, learners become aware of the necessity for healthy living habits. They are also aware of safe practices around the specific requirements of performance forms [Range: specific requirements of performance forms could include stage falls, stage combat, energetic dancing, acrobatics etc.]

    The learner needs to use their body/voice and instruments, objects and technologies effectively. Range includes: musical instruments, microphones, puppets, masks, weaponry in stage combat, properties, costumes, set pieces, magical tools, circus paraphernalia]

    Various outside stimuli should be taken into consideration when practicing techniques for communication, including musical accompaniment, the effect of theatre technology on the performance, the other performers in the space, the audience.

    Energy is required for a variety of performance tasks, including the ability to support the voice for projection, the ability to combine singing and dancing in musical theatre and breathing for long passages in performing on wind instruments. 

    Specific Outcomes and Assessment Criteria: 

    SPECIFIC OUTCOME 1 
    Develop and maintain physical [and vocal] health in preparation for performance communication. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Own physical [vocal] health is reflected on, to identify relevant personal strengths and weaknesses. 

    ASSESSMENT CRITERION 2 
    Physical [vocal] health is promoted by learner by embarking routinely on health promotion exercises and nutrition. 

    ASSESSMENT CRITERION 3 
    Effective nutrition, health care and the prevention of injuries are considered in rehearsals and performances. 

    ASSESSMENT CRITERION 4 
    Health anomalies are identified and appropriately and promptly dealt with to prevent exacerbation of injury/disorder. 

    SPECIFIC OUTCOME 2 
    Control physical [and vocal] characteristics for communication and expression 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Gross and fine motor co-ordination (e.g. dexterity, agility) is visible in physical exercises and explorations, appropriate to the performance form. 

    ASSESSMENT CRITERION 2 
    Parts of the body are used effectively in isolation and in combination, as well as in movement and in stillness, as per performance requirements. 

    ASSESSMENT CRITERION 3 
    Control of the body is exercised, ensuring that the performer is physically articulate and expressive. 

    ASSESSMENT CRITERION 4 
    The body responds appropriately to outside stimuli within the performance context. 

    ASSESSMENT CRITERION 5 
    The body is used optimally in performance. 

    ASSESSMENT CRITERION 6 
    Performance vocabulary is effectively used to communicate meaning and to express ideas and moods. 

    ASSESSMENT CRITERION 7 
    Principles appropriate to the chosen performance form are applied in a variety of contexts. 

    ASSESSMENT CRITERION 8 
    Instruments, objects and technologies specific to the performance form are utilised as an extension of the body to express and communicate meaning. 
    ASSESSMENT CRITERION RANGE 
    Musical instruments, microphones, puppets, masks, weaponry in stage combat, properties, costumes, set pieces, magical tools, circus paraphernalia.
     

    SPECIFIC OUTCOME 3 
    Prepare the body and mind for performance 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    The body is prepared for performance through appropriate, safe and effective warming up and cooling down procedures appropriate to the specific performance form. 

    ASSESSMENT CRITERION 2 
    The mind is prepared for performance by full participation in focus exercises. 

    ASSESSMENT CRITERION 3 
    The rituals and routines appropriate to the performance form are regularly practiced. 

    ASSESSMENT CRITERION 4 
    Performance protocols and conventions are strictly adhered to for the safety of both the individuals and the group. 

    SPECIFIC OUTCOME 4 
    Develop physical strength and flexibility for performance. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Physical exercises requiring increasing strength, appropriate to the chosen performance forms, are regularly and responsibly practised without sustaining injuries. 

    ASSESSMENT CRITERION 2 
    Physical exercises show increased levels of flexibility appropriate to the chosen performance forms. 

    ASSESSMENT CRITERION 3 
    Safe methods are utilised when fulfilling the specific requirements of performance. 
    ASSESSMENT CRITERION RANGE 
    Specific requirements of performance could include stage falls, stage combat, energetic dancing, acrobatics etc.
     

    ASSESSMENT CRITERION 4 
    Sufficient energy is generated through increased breathing to develop the stamina to perform the desired performance tasks. 
    ASSESSMENT CRITERION RANGE 
    Energy will be required for a variety of performance tasks, including the ability to support the voice for projection, the ability to combine singing and dancing in musical theatre, breathing for long passages in performing on wind instruments etc..
     

    SPECIFIC OUTCOME 5 
    Identify and rehearse physical techniques necessary for current performance genres and styles. 

    ASSESSMENT CRITERIA
     

    ASSESSMENT CRITERION 1 
    Current performance genres and styles are analysed, for the identification of techniques necessary for the performance form. 

    ASSESSMENT CRITERION 2 
    Techniques are selected for a particular performance which are appropriate to that performance. 

    ASSESSMENT CRITERION 3 
    These physical techniques are practiced in preparation for appropriate use in own performances. 

    ASSESSMENT CRITERION 4 
    The selected technique is reflected on for mastery and suitability and adjusted if required. 


    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:
  • The basic structure of the body as it pertains to their chosen performance form, including the skeletal and muscular systems
  • Principles of movement relevant to the performance form
  • Performance conventions and protocols required in class, rehearsals and performance
  • Healthy body image, self image, and physical fitness required to perform effectively
  • Lifestyle choices in terms of substance abuse (drugs, dieting pills, cigarettes, alcohol), diet, HIV/AIDS and safe sex that influence the ability to perform
  • Principles of safe practice with reference to alignment, use of the spine, warming-up and cooling down procedures
  • Basic exercises and explorations for developing the physical effectiveness of the performer
  • Principles underpinning specific performance forms [Range includes: focus, energy, coordination, balance, weight, control, strength, musicality, breathing, posture, placement, resonance, articulation, physical dexterity etc.]
  • The nature and use of objects, instruments and technology as an extension of their bodies [Range includes: musical instruments, microphones, puppets, masks, weaponry in stage combat, properties, costumes, set pieces, magical tools, circus paraphernalia]. 

  • UNIT STANDARD DEVELOPMENTAL OUTCOME 
    N/A 

    UNIT STANDARD LINKAGES 
    N/A 


    Critical Cross-field Outcomes (CCFO): 

    UNIT STANDARD CCFO IDENTIFYING 
    Solve problems and make decisions regarding safe practice, and to think critically and creatively about their performances. 

    UNIT STANDARD CCFO WORKING 
    Work co-operatively and collaboratively and adhere to conventions and protocols of the chosen performance form while appreciating those of others. 

    UNIT STANDARD CCFO ORGANISING 
    Manage time effectively, in a disciplined fashion, taking responsibility for own participation and progression. 

    UNIT STANDARD CCFO COLLECTING 
    Collect, analyse, organise and critically evaluate information about the body and how it works, safe practice, performance vocabulary and special techniques necessary for specific contexts. 

    UNIT STANDARD CCFO COMMUNICATING 
    Use the body as a form of [verbal and] non-verbal communication. 

    UNIT STANDARD CCFO SCIENCE 
    Access and use science and technology to understand the body better and to cultivate safe practices with regard to theatre technology. 

    UNIT STANDARD CCFO DEMONSTRATING 
    Demonstrate an understanding of the relationships between individual performers, the ensemble and the technical and production team and their joint responsibility in ensuring that communication techniques are successful. 

    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  Reregistered  2023-06-30  CATHSSETA 
    Elective  58820   National Certificate: Advertising  Level 5  Level TBA: Pre-2009 was L5  Reregistered  2023-06-30  MICTS 


    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.
     
    NONE 



    All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.