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.
Not applicable.
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 |
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 |
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 |
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 |
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
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 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. |
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 procedures | aerobic activities anaerobic exercises coordinated breathing activities flexibility exercises floor work joint-mobility exercises stretching vocal exercises. |
Stage geography and terminology | 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 performance | 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 performance | 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 performance | 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 to | 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 skills | empathy observation and sensory awareness personalisation given circumstances endowment transaction: actions and objectives. |
Given circumstances | 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. |
Performing arts - performance
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.