NTISthis.com

Evidence Guide: CUAPRF302A - Develop basic acting skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUAPRF302A - Develop basic acting skills

What evidence can you provide to prove your understanding of each of the following citeria?

Prepare for acting practice and performances

  1. Take fatigue, personal limitations and boundaries into account when undertaking acting practice and performances
  2. Always perform warm-up and cool-down procedures in conjunction with practice or performance activities
  3. Develop understanding of stage geography and terminology
  4. Apply appropriate make-up or hairstyle to portray character or role as required
  5. Discuss with relevant personnel the creative and technical parameters of the role or performance
Take fatigue, personal limitations and boundaries into account when undertaking acting practice and performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Always perform warm-up and cool-down procedures in conjunction with practice or performance activities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop understanding of stage geography and terminology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply appropriate make-up or hairstyle to portray character or role as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with relevant personnel the creative and technical parameters of the role or performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore and practise basic acting skills

  1. Perform dialogue with clarity, accuracy and control using a range of basic vocal techniques
  2. Apply and practise memory retention skills for retaining lines of dialogue
  3. Develop the creative use of voice and body in a dramatic context to convey role and character
  4. Evolve a sense of truth and integrity when acting with others
  5. Apply flexibility, creativity and inventiveness in improvised performance
  6. Demonstrate the use of instinct and theatrical intuition when rehearsing and performing short scenes and monologues from a range of texts
  7. Explore connections between one actor and another
  8. Practise observation and sensory recall of daily life to enrich own performance of character roles
  9. Use imagination to recall own stories and tell a character’s story to improve own acting skills
Perform dialogue with clarity, accuracy and control using a range of basic vocal techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply and practise memory retention skills for retaining lines of dialogue

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the creative use of voice and body in a dramatic context to convey role and character

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evolve a sense of truth and integrity when acting with others

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply flexibility, creativity and inventiveness in improvised performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate the use of instinct and theatrical intuition when rehearsing and performing short scenes and monologues from a range of texts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore connections between one actor and another

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise observation and sensory recall of daily life to enrich own performance of character roles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use imagination to recall own stories and tell a character’s story to improve own acting skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore characterisation techniques

  1. Develop an understanding of character to be performed
  2. Build a character by using basic acting skills
  3. Imaginatively explore the given circumstances and how this affects a character’s choices
Develop an understanding of character to be performed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build a character by using basic acting skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Imaginatively explore the given circumstances and how this affects a character’s choices

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate a collaborative approach to dramatic practice and performance

  1. Cooperate with group members during practice or performance
  2. Take and interpret direction to further improve own acting practice and performance
  3. Contribute creatively to group work
  4. Identify different functions and roles of theatre personnel and how they interrelate
Cooperate with group members during practice or performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take and interpret direction to further improve own acting practice and performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute creatively to group work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify different functions and roles of theatre personnel and how they interrelate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own basic acting skills

  1. Develop critical skills to inform own technique
  2. Use feedback from teachers and mentors to identify and develop ways to improve own basic acting skills
Develop critical skills to inform own technique

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use feedback from teachers and mentors to identify and develop ways to improve own basic acting skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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.

Required Skills and Knowledge

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.

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.

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.