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