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Elements and Performance Criteria

Required Skills

Required skills

communication skills to

discuss a range of acting skills for performance 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 interpretative and critical analysis skills

learning skills to

employ a range of acting skills in performance

perform dialogue using a range of vocal techniques

practise improvisational skills

sustain characterisation throughout a performance

literacy skills to analyse plays and scripts or other source materials

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

physical properties and capabilities of materials tools and equipment and their applications appropriate to the performance

OHS standards or requirements associated with performance

welldeveloped knowledge of

stage and acting terminology

principles and characteristics of acting

various acting techniques

various vocal techniques and their effect on the audience

theatre conventions

relationship between the performer and the audience

functions and roles of theatre personnel

kinaesthetic awareness

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

develop and extend improvisational skills

create a convincing and believable character

analyse and interpret texts for performance

successfully perform a character role using appropriate acting and vocal techniques

Context of and specific resources for assessment

Assessment must ensure access to

rehearsal and performance venues such as studios theatre spaces and outdoor settings

relevant resources and equipment

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 employing a range of acting skills in performances

direct observation of candidate employing a range of 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

CUAPRFA Develop conceptual and expressive skills as a performer

CUAPRF402A Develop conceptual and expressive skills as a performer

CUAPRFA Employ a range of performance techniques

CUAPRF403A Employ a range of performance techniques

CUAPRFA Rehearse technique for performance

CUAPRF405A Rehearse technique for performance

CUAPRFA Use technique in performance

CUAPRF406A Use technique in performance.

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.

Relevant personnel may include:	agents directors producers fellow performers mentors teachers coaches musical directors conductors.
Principles and characteristics may include:	dramatic elements: climax contrast mood rhythm sound space symbol timing tension focus characterisation: moral social interpretation physical psychological movement space timing rhythm focus flexibility coordination shape locomotion improvisation: action versus reaction structure plot character dramatic tension climax techniques grafting blocking yielding endowing status.
Acting techniquesmay include:	attack articulation control of stage mime facial expressions empathy body movement use of accent or dialect in speech improvisation timing use of props use of space and lighting communication with the audience kinaesthetic awareness use of voice.
Warm-up techniquesmay include:	aerobic activities anaerobic exercises body conditioning and strength development breathing techniques coordinated breathing activities exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw flexibility exercises floor work gentle open vowel singing isolation and mobility of body parts joint-mobility exercises stretching whole body relaxation exercises, such as: tai chi yoga vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Materialsmay include:	accessories audiovisual equipment costumes, including footwear hairstyle requirements make-up requirements props.
Parametersmay include:	creative: overall atmosphere and mood plot development and flow of action cultural context characterisation symbolism style relationship between form and content in dramatic performance technical: audio costume general staging lighting props scripting codes for stage, television or film sets and scenic art.
Improvisational techniques may include:	making an offer to other performers yielding and responding to others as appropriate advancing and extending a scene endowment breaking down of the actor's inhibitions ensemble awareness exercises in spontaneity expression of thought and emotion physical communication sensory awareness.
Given circumstancesmay include:	who what where when how obstacles in a character’s path.
Vocal techniquesmay include:	application of different vocal timbres accent breathing dialects diction emphasis intonation maintaining vocal range, such as: upper register middle register lower register pace phrasing pitch placement resonance rhythm timing.
Analysemay refer to:	identifying the narrative arc and structure of the text analysing the stage directions within the text identifying the climactic and anti-climactic moments in the story exploring themes exploring the rhythm of the language, mood and atmosphere of the text breaking the text into smaller units to track shifts in character or narrative references to other stories, archetypes or symbols.
Texts may include:	plays, such as: contemporary historical comedies tragedies poetry prose speeches songs mythological stories.
Developing a charactermay involve:	researching the historical or contemporary background or setting observing people observing mannerisms exploring relationships with other characters exploring emotion, desires and passion exploring conflicts with other characters character traits physical characteristics exploring themes.
Performance space or venuemay include:	urban and rural outdoor performance spaces small and large theatres school and community halls arenas or stadiums.
Feedbackmay include:	director’s notes audience feedback discussion with other performers observations from peers.