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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

Required 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

problemsolving skills to recognise problems as they arise and seek advice in solving them

selfmanagement 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

welldeveloped knowledge of

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

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

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

thirdparty workplace reports of onthejob 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 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

CUAMUPA Prepare personal appearance for performances

CUAMUP301A Prepare personal appearance for performances

CUAPRFA Create and tell stories

CUAPRF301A Create and tell stories.

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.