Unit of competency details

Version 

Comments 

CUAPRF401A

This version first released with CUA11 Live Performance Training Package version 1.0

Element 

Performance Criteria 

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

1. Develop an understanding of acting as an art form

1.1. Discuss with relevant personnel  the principles and characteristics  of acting

1.2. Explore the relationship between actor and audience

1.3. Discuss with relevant personnel the history and application of various acting techniques 

1.4. Explore the historical, social and cultural significance of drama and theatre

2. Prepare for acting performance

2.1. Take fatigue, personal limitations and boundaries into account when undertaking acting rehearsals and performances

2.2. Prepare body and voice by performing warm-up techniques 

2.3. Apply appropriate make-up, hairstyle and costuming to portray character as required

2.4. Prepare relevant materials  for performance as directed or required

2.5. Contribute ideas to discussions of the creative parameters  of the role or performance

2.6. Discuss with relevant personnel technical parameters of the role or performance and contribute ideas as required

2.7. Demonstrate ongoing receptivity to learning during the rehearsal process

3. Practise improvisational skills

3.1. Work with others to initiate and plan improvisations

3.2. Apply improvisational techniques  in a range of scenarios

3.3. Respond spontaneously to given circumstances 

3.4. Work both critically and collaboratively within an improvised performance

3.5. Experiment with various acting techniques to further improve own performance

3.6. Sustain a character in improvisations

4. Interpret and create a character for performance

4.1. Explore characterisation through the use of a range of vocal techniques 

4.2. Explore comic and dramatic qualities through different characterisations

4.3. Analyse texts  for performance through close reading and discussion with relevant personnel

4.4. Develop a character  for performance through practice and rehearsal sessions

4.5. Explore and work creatively with interactions between various characters in the performance

5. Perform a character in a dramatic context

5.1. Use appropriate acting techniques to convey a convincing, believable character

5.2. Perform dialogue with clarity, accuracy and emotion using a range of vocal techniques

5.3. Respond appropriately to fellow actors and performance cues

5.4. Maintain characterisation and required performance standards for the duration

5.5. Maintain spatial awareness of performance space or venue 

5.6. Analyse and evaluate feedback  and criticism and develop strategies to improve own acting and performance skills

Overview of assessment 

Critical aspects for assessment and evidence required to demonstrate competency in this unit 

Evidence of the ability to:

• develop and extend improvisational skills
• create a convincing and believable character
• analyse and interpret texts for performance
• successfully perform a character role using appropriate acting and vocal techniques.

Context of and specific resources for assessment 

Assessment must ensure access to:

• rehearsal and performance venues, such as studios, theatre spaces and outdoor settings
• relevant resources and equipment.

Method of assessment 

A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:

• direct questioning combined with review of portfolios of evidence
• third-party workplace reports of on-the-job performance
• evaluation of practice or live or recorded performances
• verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit
• case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of employing a range of acting skills in performances
• direct observation of candidate employing a range of acting skills.

Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling).

Guidance information for assessment 

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

• CUAPRF402A Develop conceptual and expressive skills as a performer
• CUAPRF403A Employ a range of performance techniques
• CUAPRF405A Rehearse technique for performance
• CUAPRF406A Use technique in performance.

Relevant personnel  may include:

• agents
• directors
• producers
• fellow performers
• mentors
• teachers
• coaches
• musical directors
• conductors.

Principles and characteristics  may include:

• dramatic elements:

• climax
• contrast
• mood
• rhythm
• sound
• space
• symbol
• timing
• tension
• focus

• characterisation:

• moral
• social
• interpretation
• physical
• psychological
• movement
• space
• timing
• rhythm
• focus
• flexibility
• coordination
• shape
• locomotion

• improvisation:

• action versus reaction
• structure
• plot
• character
• dramatic tension
• climax
• techniques
• grafting
• blocking
• yielding
• endowing
• status.

Acting techniques  may include:

• attack
• articulation
• control of stage
• mime
• facial expressions
• empathy
• body movement
• use of accent or dialect in speech
• improvisation
• timing
• use of props
• use of space and lighting
• communication with the audience
• kinaesthetic awareness
• use of voice.

Warm-up techniques  may include:

• aerobic activities
• anaerobic exercises
• body conditioning and strength development
• breathing techniques
• coordinated breathing activities
• exercises to loosen mouth, such as:

• tongue
• lips
• soft palate

• exercises to loosen face muscles, such as:

• cheek
• eye
• jaw

• flexibility exercises
• floor work
• gentle open vowel singing
• isolation and mobility of body parts
• joint-mobility exercises
• stretching
• whole body relaxation exercises, such as:

• tai chi
• yoga

• vocalising exercises beginning in mid-range, before extending to upper and lower registers.

Materials  may include:

• accessories
• audiovisual equipment
• costumes, including footwear
• hairstyle requirements
• make-up requirements
• props.

Parameters  may include:

• creative:

• overall atmosphere and mood
• plot development and flow of action
• cultural context
• characterisation
• symbolism
• style
• relationship between form and content in dramatic performance

• technical:

• audio
• costume
• general staging
• lighting
• props
• scripting codes for stage, television or film
• sets and scenic art.

Improvisational techniques  may include:

• making an offer to other performers
• yielding and responding to others as appropriate
• advancing and extending a scene
• endowment
• breaking down of the actor's inhibitions
• ensemble awareness
• exercises in spontaneity
• expression of thought and emotion
• physical communication
• sensory awareness.

Given circumstances  may include:

• who
• what
• where
• when
• how
• obstacles in a character’s path.

Vocal techniques  may include:

• application of different vocal timbres
• accent
• breathing
• dialects
• diction
• emphasis
• intonation
• maintaining vocal range, such as:

• upper register
• middle register
• lower register

• pace
• phrasing
• pitch placement
• resonance
• rhythm
• timing.

Analyse  may refer to:

• identifying the narrative arc and structure of the text
• analysing the stage directions within the text
• identifying the climactic and anti-climactic moments in the story
• exploring themes
• exploring the rhythm of the language, mood and atmosphere of the text
• breaking the text into smaller units to track shifts in character or narrative
• references to other stories, archetypes or symbols.

Texts  may include:

• plays, such as:

• contemporary
• historical
• comedies
• tragedies

• poetry
• prose
• speeches
• songs
• mythological stories.

Developing a character  may involve:

• researching the historical or contemporary background or setting
• observing people
• observing mannerisms
• exploring relationships with other characters
• exploring emotion, desires and passion
• exploring conflicts with other characters
• character traits
• physical characteristics
• exploring themes.

Performance space or venue  may include:

• urban and rural outdoor performance spaces
• small and large theatres
• school and community halls
• arenas or stadiums.

Feedback  may include:

• director’s notes
• audience feedback
• discussion with other performers
• observations from peers.