Assessor Resource

CUAPRF301A
Create and tell stories

Assessment tool

Version 1.0
Issue Date: May 2024


Performers such as singers, actors, dancers and comedians, who wish to develop techniques associated with story creation and performance, apply the skills and knowledge outlined in this unit.

Performances may be in commercial, competition or community settings. Depending on the nature of the text, performers could be working in ensembles, partnerships or solo.

At this level work performed requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs.

This unit describes the performance outcomes, skills and knowledge required to create and tell stories based on knowledge of traditions in story-telling and the use of the narrative form in theatre.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not applicable.

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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.

Overview of assessment

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

Evidence of the ability to:

distinguish major story-telling traditions according to their purposes, cultural and dramatic features and relationship with audiences

tell stories:

in major stylistic and cultural categories

created by candidate to an audience

explain how contemporary theatrical use of the narrative form is connected to older traditions

seek and apply feedback on effectiveness of story creation and performance.

Context of and specific resources for assessment

Assessment must ensure:

that culturally or socially sensitive matters or materials are appropriately protected and that cultural and intellectual property rights are respected

access to:

appropriate venue with adequate space and acoustic qualities

performance opportunities

relevant instruments or equipment

scripts or other materials for discussion.

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

journal work, including recording, and evaluation of the story creation methodology and evaluation of performance

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 creating and telling stories

direct observation or recording of the candidate telling stories during a performance.

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:

CUAPRF302A Develop basic acting skills

CUAMPF302A Develop vocal techniques for use in performance.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication skills to:

discuss aspects of creating and telling or performing stories with relevant personnel

seek and respond appropriately to feedback and advice regarding own skill development and performance

initiative and enterprise skills to:

apply correct cultural protocols in relation to use of stories

apply improvisational and impromptu responses to a performance text

learning skills to:

create original scripts according to style and methodology of narration

interpret and perform appropriate speech, voice and human movement for relevant text

demonstrate appropriate emotion, non-verbal communication and dramatic nuance in alignment with the spoken text

literacy skills to:

conduct research and interpret information in regard to history and methodology of narration and story-telling processes

analyse and perform texts or scripts

planning and organising skills to plan required story-telling creation and performance times

self-management skills to:

apply self-discipline

meet required work commitments

teamwork skills to work collaboratively with others involved in creating stories or performances.

Required knowledge

overview knowledge of:

basic theory of semiotics, including semantics, syntax and pragmatics

stage production, including aspects of staging and the creation of dramatic effect

theatre conventions

OHS requirements in the context of performances, such as:

identifying hazards and assessing risks

using flooring that is maintained, sufficiently spaced and appropriate for full body activity

lighting, heating and air-conditioning that meet regulations

well-developed knowledge of:

history of narration and story-telling within cultural, religious, educational and entertainment contexts

basic styles, processes and methodologies of creating texts and stories

principles and characteristics of non-verbal communication and body language

key components of voice, its effect on the audience and vocal process.

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.

Stories may be:

cultural

religious

related to creation or morality themes

ways to perpetuate knowledge

examples to illustrate particular points (parables)

designed to convey meaning

memory building and enhancing

entertainment

poetry

film

fairytales

in genres, such as:

adventure

crime

science fiction

romance

realism

fantasy

mystery

horror.

Methods of story-telling may include:

writing

speech

poetry

prose

pictures

song

dance

motion pictures

theatre.

Narrative form and process may include:

characters

setting, including time and place

events, including:

orientation or beginning

complication, middle or problem

resolution or ending

sequence in which they occur

type of story

structure, such as:

first person narrative

third person narrative

use of flashback

chronological narrative

writing style to be used

atmosphere to be generated

sequencing and transitions

intended audience for the story

moral or constructive ending

purpose of the story.

Meaning and symbols, characters and characterisation may include:

significance of communication styles and strategies and how meaning is constructed and understood in the development of stories

relationship between written and spoken words

paragraph structure

sounds

expression and body language and the inferred meaning

rules of sentences and grammar construction and structure

audience’s meaningful understanding of the language or semantics of the written or spoken piece

characters and characterisation of roles

explicit or implicit caricature of the characters

relationship between the character and the actions within the story

representation of strengths and weaknesses of a role within the story.

Vocal expression may relate to:

musculature

breathing

timing

tone

timbre

resonation.

Protocols and cultural maintenance may include:

rules of behaviour, including those governing communication, access to and use of cultural information and practices that form the heritage of a particular society

appropriate communication, including:

clearly and appropriately expressing expectations

respectful interactions

active listening

providing appropriate feedback

protection and continuation of:

stories

song lines

spiritual practices

sites of significance

language

responsibilities and obligations to individuals, country and the community.

Non-verbal may include:

body language

emotional vocal sounds, such as:

grunts

silence

space

time or timing

symbols or graphics

eye contact

facial expression

gestures and touch

physical posture

voice quality and speaking style.

Feedback may refer to:

audience feedback on issues, such as:

comprehension

audibility

dramatic expression

delivery style

appropriateness of content

sensitivity to issues and interpretation

evaluation from teachers

360 degree feedback

mentor relationship

listening to own and others’ performances

observations of performances.

Relevant personnelmay include:

agent

client

coach

director

mentor

producer

performers

teacher

tutor.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Identify structural characteristics and formats of major story-telling styles 
Compare historical and cultural purposes of stories and the relationships between modes of story-telling, storyteller and audience 
Research current methods of story-telling, including stories from different cultures 
Analyse influences in the development of narrative form and process in story-telling as used in contemporary theatrical forms 
Determine roles of meaning and symbols, characters and characterisation in the art of narrative in a theatrical context 
Determine the stages of the story writing process in designing descriptive stories 
Determine the way that writing elements of a style or piece of text are combined and manipulated 
Interpret meaning and symbols within the context of a variety of dramatic texts, styles and performance circumstances 
Apply appropriate vocal expression and performance techniques to piece of dramatic text or selected characters within stories 
Observe correct protocols and cultural maintenance where text and stories containing cultural content are used in performances 
Create stories from different theme areas and develop a performance for others 
Perform sequences or pieces using complementary impromptu and improvisational abilities in non-verbal and verbal articulation of texts, both alone and in a group 
Use feedback from relevant personnel to review performance and develop strategies for improvement 

Forms

Assessment Cover Sheet

CUAPRF301A - Create and tell stories
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUAPRF301A - Create and tell stories

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: