Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUAPRF302A Mapping and Delivery Guide
Develop basic acting skills

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUAPRF302A - Develop basic acting skills
Description 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.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application 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.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare for acting practice and performances
  • Take fatigue, personal limitations and boundaries into account when undertaking acting practice and performances
  • Always perform warm-up and cool-down procedures in conjunction with practice or performance activities
  • Develop understanding of stage geography and terminology
  • Apply appropriate make-up or hairstyle to portray character or role as required
  • Discuss with relevant personnel the creative and technical parameters of the role or performance
       
Element: Explore and practise basic acting skills
  • Perform dialogue with clarity, accuracy and control using a range of basic vocal techniques
  • Apply and practise memory retention skills for retaining lines of dialogue
  • Develop the creative use of voice and body in a dramatic context to convey role and character
  • Evolve a sense of truth and integrity when acting with others
  • Apply flexibility, creativity and inventiveness in improvised performance
  • Demonstrate the use of instinct and theatrical intuition when rehearsing and performing short scenes and monologues from a range of texts
  • Explore connections between one actor and another
  • Practise observation and sensory recall of daily life to enrich own performance of character roles
  • Use imagination to recall own stories and tell a character’s story to improve own acting skills
       
Element: Explore characterisation techniques
  • Develop an understanding of character to be performed
  • Build a character by using basic acting skills
  • Imaginatively explore the given circumstances and how this affects a character’s choices
       
Element: Demonstrate a collaborative approach to dramatic practice and performance
  • Cooperate with group members during practice or performance
  • Take and interpret direction to further improve own acting practice and performance
  • Contribute creatively to group work
  • Identify different functions and roles of theatre personnel and how they interrelate
       
Element: Evaluate own basic acting skills
  • Develop critical skills to inform own technique
  • Use feedback from teachers and mentors to identify and develop ways to improve own basic acting 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:

demonstrate basic acting skills

demonstrate basic vocal techniques when performing dialogue

explore and develop characterisation techniques

work collaboratively with others.

Context of and specific resources for assessment

Assessment must ensure access to:

appropriate practice and performance space

relevant resources and equipment used to develop basic acting skills.

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 developing basic acting skills

direct observation of candidate practising basic 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:

CUAMUP301A Prepare personal appearance for performances

CUAPRF301A Create and tell stories.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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 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.

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.

Warm-up and cool-down proceduresmay include:

aerobic activities

anaerobic exercises

coordinated breathing activities

flexibility exercises

floor work

joint-mobility exercises

stretching

vocal exercises.

Stage geography and terminologymay include:

upstage

downstage

on and offstage

stage right or left

scenery dock

prompt side (PS)

opposite prompt (OP)

camera left and camera right (for film and TV).

Relevant personnel may include:

agents

coaches

colleagues

directors

family members

medical practitioners

mentors

nutrition experts

performers

teachers.

Creative parameters of the role or performancemay include:

overall atmosphere and mood

plot development and flow of action

cultural context

characterisation

symbolism

style

relationship between form and content in dramatic performance.

Technical parameters of the role or performancemay include:

audio

costume

general staging

lighting

props

scripting codes for stage, television or film

sets and scenic art.

Basic vocal techniques may refer to:

awareness of breath

diction

tone

timbre

speed of speech

accent

timing

phrasing.

Improvised performancemust include:

breakdown of the actor's inhibitions

ensemble awareness

exercises in spontaneity

expression of thought and emotion

physical communication

sensory awareness.

Rehearsing must include:

communication and consultation with relevant personnel

observation and interpretation of text

display of a consistent level of commitment to developing performance quality and artistry in the given style

ongoing receptivity to learning.

Texts may include:

plays, such as:

contemporary

historical

comedies

tragedies

poetry

prose

speeches

mythological stories.

Ways todevelop an understanding of charactermay involve:

researching the historical and cultural context of the character

researching the history of the text’s author

interpreting the stage directions related to character

identifying the climactic moments in a character’s story arc.

Basic acting skillsmust include:

empathy

observation and sensory awareness

personalisation

given circumstances

endowment

transaction: actions and objectives.

Given circumstancesmay include:

who

what

where

when

how

obstacles in a character’s path.

Function and roles of theatre personnel may include:

directors

stage managers

set designers and dressers

lighting and sound technicians

costume designers

make-up artists

front of house (FOH) managers.

Critical skills may refer to:

analytic

discussion and evaluation

investigative

journal recording

questioning.

Feedback may include:

feedback from tutors, mentors and coaches

feedback from peers

self-evaluation

video documentary.

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
Take fatigue, personal limitations and boundaries into account when undertaking acting practice and performances 
Always perform warm-up and cool-down procedures in conjunction with practice or performance activities 
Develop understanding of stage geography and terminology 
Apply appropriate make-up or hairstyle to portray character or role as required 
Discuss with relevant personnel the creative and technical parameters of the role or performance 
Perform dialogue with clarity, accuracy and control using a range of basic vocal techniques 
Apply and practise memory retention skills for retaining lines of dialogue 
Develop the creative use of voice and body in a dramatic context to convey role and character 
Evolve a sense of truth and integrity when acting with others 
Apply flexibility, creativity and inventiveness in improvised performance 
Demonstrate the use of instinct and theatrical intuition when rehearsing and performing short scenes and monologues from a range of texts 
Explore connections between one actor and another 
Practise observation and sensory recall of daily life to enrich own performance of character roles 
Use imagination to recall own stories and tell a character’s story to improve own acting skills 
Develop an understanding of character to be performed 
Build a character by using basic acting skills 
Imaginatively explore the given circumstances and how this affects a character’s choices 
Cooperate with group members during practice or performance 
Take and interpret direction to further improve own acting practice and performance 
Contribute creatively to group work 
Identify different functions and roles of theatre personnel and how they interrelate 
Develop critical skills to inform own technique 
Use feedback from teachers and mentors to identify and develop ways to improve own basic acting skills 

Forms

Assessment Cover Sheet

CUAPRF302A - Develop basic acting skills
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

CUAPRF302A - Develop basic acting skills

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: