CG72 - Bachelor of Theatre

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural diversity as well as individual differences and capacities in the creative and performing arts practice environment.
• Demonstrating honesty and integrity in academic and performing arts contexts.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations in the creative and performing arts practice environment.
• Demonstrating appropriate behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional or performance setting.

Examples are:

• Complying with university and workplace policy around the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to creative and performing arts practice in a music performance environment.
• Complying with university and workplace policy pertaining to students, courses and any other university or industry related activities undertaken while a student

Examples are:

• Verbally communicating your creative and performing arts knowledge and skills with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussions and course activities with appropriate use and command of language to the context.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• If required, competently using written music notation as required to convey detailed information and knowledge relating to music theatre performance and practice.
• Accessing a computer and having sufficient computer skills to engage in online learning, reading and responding as required to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs suitable to your course of study.
• Establishing personal time management methods to ensure personal and collegial success.
• Engaging with university support services, including the Academic Learning Centre, Accessibility and Student Well-being, to assist in developing communication skills.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Demonstrating competency in applying sufficient mathematics knowledge and numeracy skills to design various theatrical elements including scenery, sets, props and costumes.
• Demonstrating effective use of sufficient mathematics knowledge and numeracy skills to design lighting and sound for theatrical environments; plot stage and blocking and negotiate set items and stage movement
• Seeking assistance in cognitive ability development through university support services, including the Academic Learning Centre and Accessibility, as may be required. 

Examples are:

• Safely performing in a variety of theatrical contexts including on stage as a performer or off stage as part of the technical support team.
• Working in a team-based performing arts environment where verbal and non-verbal communication is essential to realisation of a wide range of theatrical performances.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.

• Communicating effectively and being respectful of other’s perspectives, dignity, culture, values, beliefs and rights.
• Recognising that people are the experts in the experience of their life.
• Participating in and/or leading collaborative practice in the performing arts.
• Attending all classes and rehearsals and being punctual to these to develop respectful practice.
• Being supportive of the collaborative nature of performing arts practice.

• Reflecting on topics taught during the course.
• Reflecting upon your own learning during the course.
• Reflecting on personal situations that may be difficult and sensitive.
• Identifying when an issue or circumstance arises that could affect your objectivity or judgement, and be able to take an appropriate course of actions.
• Identifying when your own experiences may potentially negatively influence your objectivity or judgement.
• Developing your own reflective practice as part of your professional craft.

Examples are:

• Actively participating in sustained and intensive rehearsals and performances involving creative and performing arts skills that may occur in time-frames outside normal working hours, including evenings and weekends. These creative and performing arts skills may include dancing, drama, singing and technical theatre skills.
• Actively participating in intensive rehearsals and performances involving creative and performing arts skills with sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time-frames during intensive rehearsal and performance periods.
• Establishing an effective personal routine of sleep, exercise and nutrition to sustain performance.

Examples are:

• Using a variety of gross motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of gross motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.
• Using a variety of fine motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of fine motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.

Examples are:

• Communicating effectively and being respectful of other’s perspectives, dignity, culture, values, beliefs and rights
• Recognising that people are the experts in the experience of their life.
• Participating in and/or leading collaborative practice in the performing arts.
• Actively fostering a culture of safety and learning that includes engaging with others, to share knowledge and practice in the performing arts.
• Participating in and/or leading collaborative practice in the performing arts.
• Developing a respectful way to share feedback in response to your own and others' work and performance.

• Using computers and technology to actively participate in the course and to submit all required assessment materials.
• Using software on online systems including AI according to university and industry policy.
• Engaging in training to be able to effectively and efficiently use ICT within the course.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural diversity as well as individual differences and capacities in the creative and performing arts practice environment.
• Demonstrating honesty and integrity in academic and performing arts contexts.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations in the creative and performing arts practice environment.
• Demonstrating appropriate behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional or performance setting.

Examples are:

• Complying with university and workplace policy around the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to creative and performing arts practice in a music performance environment.

Examples are:

• Verbally communicating your creative and performing arts knowledge and skills with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussions and course activities with appropriate use and command of language to the context.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• If required, competently using written music notation as required to convey detailed information and knowledge relating to music theatre performance and practice.
• Accessing a computer and having sufficient computer skills to engage in online learning, reading and responding as required to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs suitable to your course of study.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Demonstrating competency in applying sufficient mathematics knowledge and numeracy skills to design various theatrical elements including scenery, sets, props and costumes.
• Demonstrating effective use of sufficient mathematics knowledge and numeracy skills to design lighting and sound for theatrical environments.

Examples are:

• Safely performing in a variety of theatrical contexts including on stage as a performer or off stage as part of the technical support team.
• Working in a team-based performing arts environment where verbal and non-verbal communication is essential to realisation of a wide range of theatrical performances.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.

• Communicating effectively and being respectful of other’s perspectives, dignity, culture, values, beliefs and rights.
• Recognising that people are the experts in the experience of their life.
• Participating in and/or leading collaborative practice in the performing arts.
• Attending all classes and rehearsals as part of begin respectful and supportive of the collaborative nature of performing arts practice.

• Reflecting on topics taught during the course.
• Reflecting upon your own learning during the course.
• Reflecting on personal situations that may be difficult and sensitive.
• Identifying when an issue or circumstance arises that could affect your objectivity or judgement, and be able to take an appropriate course of actions.
• Identifying when your own experiences may potentially negatively influence your objectivity or judgement.

Examples are:

• Actively participating in sustained and intensive rehearsals and performances involving creative and performing arts skills that may occur in time-frames outside normal working hours, including evenings and weekends. These creative and performing arts skills may include dancing, drama, singing and technical theatre skills.
• Actively participating in intensive rehearsals and performances involving creative and performing arts skills with sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time-frames during intensive rehearsal and performance periods.

Examples are:

• Using a variety of gross motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of gross motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.
• Using a variety of fine motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of fine motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.

Examples are:

• Communicating effectively and being respectful of other’s perspectives, dignity, culture, values, beliefs and rights
• Recognising that people are the experts in the experience of their life.
• Participating in and/or leading collaborative practice in the performing arts.
• Actively fostering a culture of safety and learning that includes engaging with others, to share knowledge and practice in the performing arts.
• Participating in and/or leading collaborative practice in the performing arts.

• Using computers and technology to actively participate in the course and to submit all required assessment materials.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural diversity as well as individual differences and capacities in the creative and performing arts practice environment.
• Demonstrating honesty and integrity in academic and performing arts contexts.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations in the creative and performing arts practice environment.
• Demonstrating appropriate behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional or performance setting.

Examples are:

• Complying with university and workplace policy around the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to creative and performing arts practice in a music performance environment.

Examples are:

• Verbally communicating your creative and performing arts knowledge and skills with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussions and course activities with appropriate use and command of language to the context.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• If required, competently using written music notation as required to convey detailed information and knowledge relating to music theatre performance and practice.
• Accessing a computer and having sufficient computer skills to engage in online learning, reading and responding as required to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs suitable to your course of study.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Demonstrating competency in applying sufficient mathematics knowledge and numeracy skills to design various theatrical elements including scenery, sets, props and costumes.
• Demonstrating effective use of sufficient mathematics knowledge and numeracy skills to design lighting and sound for theatrical environments.

Examples are:

• Safely performing in a variety of theatrical contexts including on stage as a performer or off stage as part of the technical support team.
• Working in a team-based performing arts environment where verbal and non-verbal communication is essential to realisation of a wide range of theatrical performances.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.

• Communicating effectively and being respectful of other’s perspectives, dignity, culture, values, beliefs and rights.
• Recognising that people are the experts in the experience of their life.
• Participating in and/or leading collaborative practice in the performing arts.

• Reflecting on topics taught during the course.
• Reflecting upon your own learning during the course.
• Reflecting on personal situations that may be difficult and sensitive.
• Identifying when an issue or circumstance arises that could affect your objectivity or judgement, and be able to take an appropriate course of actions.
• Identifying when your own experiences may potentially negatively influence your objectivity or judgement.

Examples are:

• Actively participating in sustained and intensive rehearsals and performances involving creative and performing arts skills that may occur in time-frames outside normal working hours, including evenings and weekends. These creative and performing arts skills may include dancing, drama, singing and technical theatre skills.
• Actively participating in intensive rehearsals and performances involving creative and performing arts skills with sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time-frames during intensive rehearsal and performance periods.

Examples are:

• Using a variety of gross motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of gross motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.
• Using a variety of fine motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of fine motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.

Examples are:

• Communicating effectively and being respectful of other’s perspectives, dignity, culture, values, beliefs and rights
• Recognising that people are the experts in the experience of their life.
• Participating in and/or leading collaborative practice in the performing arts.
• Actively fostering a culture of safety and learning that includes engaging with others, to share knowledge and practice in the performing arts.
• Participating in and/or leading collaborative practice in the performing arts.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural diversity as well as individual differences and capacities in the creative and performing arts practice environment.
• Demonstrating honesty and integrity in academic and performing arts contexts.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations in the creative and performing arts practice environment.
• Demonstrating appropriate behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional or performance setting.

Examples are:

• Complying with university and workplace policy around the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to creative and performing arts practice in a music performance environment.

Examples are:

• Verbally communicating your creative and performing arts knowledge and skills with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussions and course activities with appropriate use and command of language to the context.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• If required, competently using written music notation as required to convey detailed information and knowledge relating to music theatre performance and practice.
• Accessing a computer and having sufficient computer skills to engage in online learning, reading and responding as required to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs suitable to your course of study.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Demonstrating competency in applying sufficient mathematics knowledge and numeracy skills to design various theatrical elements including scenery, sets, props and costumes.
• Demonstrating effective use of sufficient mathematics knowledge and numeracy skills to design lighting and sound for theatrical environments.

Examples are:

• Safely performing in a variety of theatrical contexts including on stage as a performer or off stage as part of the technical support team.
• Working in a team-based performing arts environment where verbal and non-verbal communication is essential to realisation of a wide range of theatrical performances.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.

• Communicating effectively and being respectful of other’s perspectives, dignity, culture, values, beliefs and rights.
• Recognising that people are the experts in the experience of their life.
• Participating in and/or leading collaborative practice in the performing arts.

• Reflecting on topics taught during the course.
• Reflecting upon your own learning during the course.
• Reflecting on personal situations that may be difficult and sensitive.
• Identifying when an issue or circumstance arises that could affect your objectivity or judgement, and be able to take an appropriate course of actions.
• Identifying when your own experiences may potentially negatively influence your objectivity or judgement.

Examples are:

• Actively participating in sustained and intensive rehearsals and performances involving creative and performing arts skills that may occur in time-frames outside normal working hours, including evenings and weekends. These creative and performing arts skills may include dancing, drama, singing and technical theatre skills.
• Actively participating in intensive rehearsals and performances involving creative and performing arts skills with sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time-frames during intensive rehearsal and performance periods.

Examples are:

• Using a variety of gross motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of gross motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.
• Using a variety of fine motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of fine motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.

Examples are:

• Communicating effectively and being respectful of other’s perspectives, dignity, culture, values, beliefs and rights
• Recognising that people are the experts in the experience of their life.
• Participating in and/or leading collaborative practice in the performing arts.
• Actively fostering a culture of safety and learning that includes engaging with others, to share knowledge and practice in the performing arts.
• Participating in and/or leading collaborative practice in the performing arts.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural diversity as well as individual differences and capacities in the creative and performing arts practice environment.
• Demonstrating honesty and integrity in academic and performing arts contexts.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations in the creative and performing arts practice environment.
• Demonstrating appropriate behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional or performance setting.

Examples are:

• Complying with university and workplace policy around the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to creative and performing arts practice in a music performance environment.

Examples are:

• Verbally communicating your creative and performing arts knowledge and skills with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussions and course activities with appropriate use and command of language to the context.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• If required, competently using written music notation as required to convey detailed information and knowledge relating to music theatre performance and practice.
• Accessing a computer and having sufficient computer skills to engage in online learning, reading and responding as required to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs suitable to your course of study.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Demonstrating competency in applying sufficient mathematics knowledge and numeracy skills to design various theatrical elements including scenery, sets, props and costumes.
• Demonstrating effective use of sufficient mathematics knowledge and numeracy skills to design lighting and sound for theatrical environments.

Examples are:

• Safely performing in a variety of theatrical contexts including on stage as a performer or off stage as part of the technical support team.
• Working in a team-based performing arts environment where verbal and non-verbal communication is essential to realisation of a wide range of theatrical performances.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.

• Communicating effectively and being respectful of other’s perspectives, dignity, culture, values, beliefs and rights.
• Recognising that people are the experts in the experience of their life.
• Participating in and/or leading collaborative practice in the performing arts.

• Reflecting on topics taught during the course.
• Reflecting upon your own learning during the course.
• Reflecting on personal situations that may be difficult and sensitive.
• Identifying when an issue or circumstance arises that could affect your objectivity or judgement, and be able to take an appropriate course of actions.
• Identifying when your own experiences may potentially negatively influence your objectivity or judgement.

Examples are:

• Actively participating in sustained and intensive rehearsals and performances involving creative and performing arts skills that may occur in time-frames outside normal working hours, including evenings and weekends. These creative and performing arts skills may include dancing, drama, singing and technical theatre skills.
• Actively participating in intensive rehearsals and performances involving creative and performing arts skills with sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time-frames during intensive rehearsal and performance periods.

Examples are:

• Using a variety of gross motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of gross motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.
• Using a variety of fine motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of fine motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.

Examples are:

• Communicating effectively and being respectful of other’s perspectives, dignity, culture, values, beliefs and rights
• Recognising that people are the experts in the experience of their life.
• Participating in and/or leading collaborative practice in the performing arts.
• Actively fostering a culture of safety and learning that includes engaging with others, to share knowledge and practice in the performing arts.
• Participating in and/or leading collaborative practice in the performing arts.

Examples are:

• Complying with academic and non-academic misconduct policies and procedures such as CQUniversity’s Student Charter, Student Misconduct Policy and Student Behavioural Misconduct Procedures, and Assessment Policy and Procedure (Higher Education Coursework).
• Demonstrating respect for cultural diversity as well as individual differences and capacities in the creative and performing arts practice environment.

Examples are:

• Being reflective with personal behaviours appropriate for professional performance and being positive and receptive to processing constructive supervisor/lecturer feedback or criticism.
• Interacting with people from a wide range of backgrounds and cultures in a calm and composed manner in difficult to deal with situations in the creative and performing arts practice environment.
• Demonstrating appropriate behavioural stability through successfully distinguishing your own personal behaviours, experiences and emotions from others and situations in a professional or performance setting.

Examples are:

• Complying with university and workplace policy around the use of social media, online discussion forums, email and other electronic forms of communication.
• Complying with the relevant workplace policies and practices including relevant OHS legislative requirements pertaining to creative and performing arts practice in a music performance environment.

Examples are:

• Verbally communicating your creative and performing arts knowledge and skills with accuracy, appropriateness and effectiveness in a wide variety of contexts.
• Actively participating in discussions and course activities with appropriate use and command of language to the context.
• Using appropriate facial expressions: eye contact, being mindful of space, time boundaries, a range of body movements and gestures.
• Recognising and interpreting non-verbal cues of others and responding appropriately during activities related to the course.
• Competently and appropriately producing written assessment work in a logical, coherent manner, and with correct grammar and punctuation to the required academic standards.
• If required, competently using written music notation as required to convey detailed information and knowledge relating to music theatre performance and practice.
• Accessing a computer and having sufficient computer skills to engage in online learning, reading and responding as required to emails, and completing relevant assessments for the course.
• Regularly accessing the Internet for research, and email for communication with peers and lecturers.
• Using a variety of computer programs suitable to your course of study.

Examples are:

• Conceptualising and using appropriate knowledge in response to academic assessment items.
• Completing academic learning activities and assessment tasks, and performing professional skills within reasonable set time-frames.
• Producing written text proficiently, in English, using appropriate vocabulary and conventions of speech, including being able to paraphrase, summarise and reference in accordance with appropriate academic conventions.
• Competently reading, writing and accurately interpreting information to convey language effectively in a professional setting.
• Demonstrating competency in applying sufficient mathematics knowledge and numeracy skills to design various theatrical elements including scenery, sets, props and costumes.
• Demonstrating effective use of sufficient mathematics knowledge and numeracy skills to design lighting and sound for theatrical environments.

Examples are:

• Safely performing in a variety of theatrical contexts including on stage as a performer or off stage as part of the technical support team.
• Working in a team-based performing arts environment where verbal and non-verbal communication is essential to realisation of a wide range of theatrical performances.
• Sufficiently hearing verbal communication from other students and lecturers during activities related to the course.

Examples are:

• Actively participating in sustained and intensive rehearsals and performances involving creative and performing arts skills that may occur in time-frames outside normal working hours, including evenings and weekends. These creative and performing arts skills may include dancing, drama, singing and technical theatre skills.
• Actively participating in intensive rehearsals and performances involving creative and performing arts skills with sustained levels of physical energy and concentration.
• Performing with the required physical and mental energy and endurance in the learning activities of the course, as well as during set time-frames during intensive rehearsal and performance periods.

Examples are:

• Using a variety of gross motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of gross motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.
• Using a variety of fine motor skills in various creative and performing arts performance activities that include dancing, drama, singing and technical skills associated with theatrical performance and activity.
• Demonstrating and performing a variety of fine motor skills in various creative and performing arts performances that include dancing, drama, singing and technical theatre skills, consistently in a safe manner to reduce the risk of injury to yourself and others.