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Elements and Performance Criteria

Required Skills

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 nonverbal 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 storytelling processes

analyse and perform texts or scripts

planning and organising skills to plan required storytelling creation and performance times

selfmanagement skills to

apply selfdiscipline

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 airconditioning that meet regulations

welldeveloped knowledge of

history of narration and storytelling within cultural religious educational and entertainment contexts

basic styles processes and methodologies of creating texts and stories

principles and characteristics of nonverbal communication and body language

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

Evidence Required

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 storytelling traditions according to their purposes cultural and dramatic features and relationship with audiences

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

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

thirdparty workplace reports of onthejob 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 eg literacy and the needs of particular groups eg 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

CUAPRFA Develop basic acting skills

CUAPRF302A Develop basic acting skills

CUAMPFA Develop vocal techniques for use in performance

CUAMPF302A Develop vocal techniques for use in performance.

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.

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.