| Effective Term: | 2025/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Foundation Skills Voice Studio 1 |
| Unit ID: | CPPSV1001 |
| Credit Points: | 15.00 |
| Prerequisite(s): | Nil |
| Co-requisite(s): | (CPPSA1001 and CPPSD1001) |
| Exclusion(s): | Nil |
| ASCED: | 100103 |
| Other Change: | |
| Brief description of the Unit |
This unit is an introduction to Voice, a studio-based practice in Performing Arts, divided into two strands: Spoken Voice and Singing. The commencement of training grounds the emerging performer in process-based experiences and activities that are designed to open creative pathways. Students encounter holistic vocal practices and methodologies that will introduce and develop core skills. Spoken Voice introduces vocal, verbal, imaginative and physical integration through the understanding of vocal anatomy, body mapping, breath, and voice and speech technique. It consists of a series of practical exercises designed to liberate the emerging performer from the restrictive habits and tensions that prevent freedom of expression. Singing develops physical and vocal integration through study of vocal anatomy and the respiratory system, singing technique, vocal ensemble, and repertoire. Participating in practical activities, students will begin to develop the capacity to draw on a wide vocal range to ensure a rich, flexible, and expressive voice. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | |  | | | | | Intermediate | | | | | | | | Advanced | | | | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Investigate integrative bodywork principles relevant to Voice. |
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| K2. | Recognise habituated physical and vocal patterns. |
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| K3. | Explore the voice/body as an expressive instrument. |
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| K4. | Examine vocal physiology and anatomical structures. |
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| K5. | Identify the importance of breath connection when moving and vocalizing. |
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| K6. | Explore the singing voice through applied musical repertoire. |
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| Skills: |
| S1. | Demonstrate the connection to reflexive breath. |
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| S2. | Demonstrate a range of physical and vocal patterns in contrast to habitual patterns. |
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| S3. | Demonstrate singing and vocal harmony. |
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| S4. | Rehearse and perform effectively as an ensemble member. |
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| S5. | Investigate an awareness of self through the practical application of skills. |
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| Application of knowledge and skills: |
| A1. | Detect past working practices and show ability to reassess and reorganize the concept of self as artist. |
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| A2. | Demonstrate psychophysical integration and apply this to both speaking and singing. |
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| A3. | Evaluate own strengths and weaknesses and apply psychophysical techniques to support and address this. |
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| A4. | Practice collaborative skills, including sharing ideas, reflecting, questioning, giving feedback and seeking contact. |
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| A5. | Exhibit vocal and physical flexibility, openness and the ability to express oneself with imagination and conviction. |
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| A6. | Exhibit an ability to apply singing skills and an awareness of self to musical repertoire. |
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| Unit Content: |
Students explore, in a practice-based way, how integrative vocal methods enhance speaking and singing. In class performance exercises, activities and group projects provide the links that are made between process-based work and performance outcomes. Topics may include: Voice and Speech techniques. Alexander Technique and/or other integrative body work practices. Mindfulness practices. Singing technique. Singing ensemble. Introduction to Music Theatre Performance Introduction to the work of key voice practitioners and theorists. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 1 - Students require directions and boundaries from mentor | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 1 - Students require directions and boundaries from mentor | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | Level 1 - Students require directions and boundaries from mentor |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K4, K5, K6, S1, S2, S5, A1, A2, A4, A6 | Participation and engagement in studio practice. | Demonstration of continuous learning in class, showing evidence of growing application of embodied skills and knowledge through active class participation and skill presentations. | 40-50% | | 2. | K3, K6, S3, S4, S5, A5, A6 | Work in progress is to be presented which demonstrates critical reflection and interpretation of information through physical and vocal expression. | In-house studio performances. | 30-40% | | 3. | A3, S1, A1 | Ongoing critical reflection and written responses to learning experiences throughout the semester. | Reflective Journal and Quiz. | 20-30% |
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