| Effective Term: | 2025/20 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Foundation Skills Voice Studio 2 |
| Unit ID: | CPPSV1002 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (CPPSA1001 and CPPSD1001 and CPPSV1001) |
| Co-requisite(s): | (CPPSA1002 and CPPSD1002) |
| Exclusion(s): | Nil |
| ASCED: | 100103 |
| Other Change: | |
| Brief description of the Unit |
This unit builds on the foundation studio voice practice developed in CPPSV1001 and is divided into two strands: Spoken Voice and Singing. This core discipline will resume the exploration of self through the study of psychophysical awareness and unity. Students will continue to practice voice, speech and singing activities to ensure a rich, flexible and expressive voice. They will build and refine skills in engaged neutrality, authentic body/voice connection, a theorectical and practical grasp of voice, speech, singing and song through the study of breath, singing repertoire and technique, vocal ensemble, vocal anatomy, voice and speech technique and body mapping. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| No work experience |
| Placement Component: | |
| 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. | Examine the Linklater Voice Method technique and its application to voice, speech and singing. |
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| K2. | Develop and extend psychophysical balance through integrative body work modalities such as Alexander Technique and/or other mind/body principles. |
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| K3. | Explore vocal physiology and its application to performance. |
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| K4. | Explore vocal coordination, rhythm and ability to support voice in performance. |
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| K5. | Research a vocal warm up as it applies to a daily practice. |
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| K6. | Explore singing as a means of story-telling through applied repertoire. |
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| Skills: |
| S1. | Extend the reflexive breathing process to meet the ongoing requirements of speaking and singing. |
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| S2. | Discuss the elements of cooperating with the human design through the recognition of personal habituated vocal patterns. |
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| S3. | Practice mindfulness methods to improve adaptability, spontaneity and creativity in performance. |
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| S4. | Demonstrate singing in tune and vocal harmony |
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| S5. | Practice taking creative risks. |
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| S6. | Develop an ongoing sense of self through the spoken and singing voice. |
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| Application of knowledge and skills: |
| A1. | Demonstrate confidence, consistency, creative impulse and spontaneity in speaking and singing. |
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| A2. | Apply breath as an authentic source for emotional connection to speaking and singing. |
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| A3. | Apply a research based vocal warm up to a daily practice in speaking and singing. |
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| A4. | Exhibit flexibility and responsibility for a healthy voice. |
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| A5. | Practice collaborative skills, including sharing, reflecting, questioning, giving and receiving feedback. |
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| A6. | Communicate a personal response to the work through discussion and practice. |
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| Unit Content: |
These classes will help cultivate a deeper appreciation and awareness of the voice as an embodied, expressive instrument as well as fostering confidence as a performer. A variety of spoken and sung texts will be introduced as a way to consolidate vocal technique.
Topics may include:
• Voice and Speech performance.
• Language and Text.
• Vocal improvisation.
• Singing Repertoire.
• Singing Technique.
• Posture and alignment activities such as Alexander Technique and/or other integrative body work practices.
• Vocal ensemble performance.
• Mindfulness.
• Body Mapping.
• Further exploration of key 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 2 - Student demonstrates some independence within provided guidelines | 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 2 - Student demonstrates some independence within provided guidelines |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | Professional Standards |
| 1. |
K1, K2, K6, S5, S6, A1, A2, A3, A5, 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% |
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| 2. |
K3, K4, K6, S1, S3, S4, S6, A4, 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% |
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| 3. |
K5, S2, A6. |
Ongoing critical reflection and written responses to learning experiences throughout the semester. |
Reflective journal |
20-30% |
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