Modification History
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CUAPRF302A |
This version first released with CUA11 Live Performance Training Package version 1.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to develop basic acting skills, such as characterisation, memorising dialogue, voice projection and creative use of the voice and body.
Application of the Unit
Singers, dancers, actors, comedians and other performers who use basic acting skills in their performances apply the skills and knowledge outlined in this unit. Acting skills can be applied in commercial, community or open space settings and actors or performers may be performing solo or as members of an ensemble.
At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable.
Employability Skills Information
This unit contains employability skills.
Elements and Performance Criteria Pre-Content
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Element |
Performance Criteria |
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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. |
Elements and Performance Criteria
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1. Prepare for acting practice and performances |
1.1. Take fatigue, personal limitations and boundaries into account when undertaking acting practice and performances 1.2. Always perform warm-up and cool-down procedures in conjunction with practice or performance activities 1.3. Develop understanding of stage geography and terminology 1.4. Apply appropriate make-up or hairstyle to portray character or role as required 1.5. Discuss with relevant personnel the creative and technical parameters of the role or performance |
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2. Explore and practise basic acting skills |
2.1. Perform dialogue with clarity, accuracy and control using a range of basic vocal techniques 2.2. Apply and practise memory retention skills for retaining lines of dialogue 2.3. Develop the creative use of voice and body in a dramatic context to convey role and character 2.4. Evolve a sense of truth and integrity when acting with others 2.5. Apply flexibility, creativity and inventiveness in improvised performance 2.6. Demonstrate the use of instinct and theatrical intuition when rehearsing and performing short scenes and monologues from a range of texts 2.7. Explore connections between one actor and another 2.8. Practise observation and sensory recall of daily life to enrich own performance of character roles 2.9. Use imagination to recall own stories and tell a character’s story to improve own acting skills |
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3. Explore characterisation techniques |
3.1. Develop an understanding of character to be performed 3.2. Build a character by using basic acting skills 3.3. Imaginatively explore the given circumstances and how this affects a character’s choices |
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4. Demonstrate a collaborative approach to dramatic practice and performance |
4.1. Cooperate with group members during practice or performance 4.2. Take and interpret direction to further improve own acting practice and performance 4.3. Contribute creatively to group work 4.4. Identify different functions and roles of theatre personnel and how they interrelate |
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5. Evaluate own basic acting skills |
5.1. Develop critical skills to inform own technique 5.2. Use feedback from teachers and mentors to identify and develop ways to improve own basic acting skills |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication skills to:
- discuss a range of basic acting skills with relevant personnel
- respond appropriately to feedback and advice regarding own skill development
- initiative and enterprise skills to:
- apply imagination, flexibility and creativity in improvisations
- develop own critical analysis skills
- learning skills to:
- improve own basic acting skills through practice and creative use of body and voice
- reproduce dialogue clearly
- interpret texts to create believable character roles
- planning and organising skills to:
- plan practice and performance time
- research historical and cultural aspects of character and text to be performed
- problem-solving skills to recognise problems as they arise and seek advice in solving them
- self-management skills to:
- dress appropriately for practice and performance
- follow direction as required
- apply safe performance practices
- teamwork skills to work collaboratively with others involved in practice and performances.
Required knowledge
- basic knowledge of:
- historical, social and cultural significance of drama and theatre
- historical and contemporary playwrights and their texts
- OHS standards and requirements associated with performance
- well-developed knowledge of:
- group dynamics
- basic acting techniques
- key components of voice, its effect on the audience and vocal process
- theatre conventions
- functions and roles of theatre personnel
- stagecraft as it relates to performers, such as:
- lighting design
- props
- set design.
Evidence Guide
The evidence guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure access to:
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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:
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). |
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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Range Statement
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
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Warm-up and cool-down procedures may include: |
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Stage geography and terminology may include: |
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Relevant personnel may include: |
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Creative parameters of the role or performance may include: |
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Technical parameters of the role or performance may include: |
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Basic vocal techniques may refer to: |
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Improvised performance must include: |
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Rehearsing must include: |
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Texts may include: |
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Ways to develop an understanding of character may involve: |
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Basic acting skills must include: |
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Given circumstances may include: |
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Function and roles of theatre personnel may include: |
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Critical skills may refer to: |
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Feedback may include: |
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Unit Sector(s)
Performing arts - performance
Custom Content Section
Not applicable.
