Google Links

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 conceptual and expressive performance skills with relevant personnel

respond appropriately to feedback and advice regarding own skill development and performance

initiative and enterprise skills to

apply imagination spontaneity and confidence appropriate to the performance

use improvisational skills appropriate to the performance

develop selfevaluation skills

learning skills to

improve own performance techniques through practising conceptual and expressive skills

use vocal range and articulation in a range of performance spaces

use storytelling skills appropriate to the performance

literacy skills to

analyse plays and scripts or other source materials

document selfevaluation as required

planning and organising skills to plan practice and performance time

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

technology skills to explore and use audio and screen technology to expand own creative practice

Required knowledge

overview knowledge of

major theorists or exponents appropriate to the chosen performance genre

historical theoretical and cultural perspectives and conventions appropriate to the chosen performance genre

copyright moral rights and intellectual property issues and legislation associated with performing works

OHS standards associated with performance

welldeveloped knowledge of

moral social physical and psychological elements appropriate to the chosen performance genre

performance styles such as naturalistic and nonnaturalistic

key components of voice its effect on the audience and vocal process

alignment breath and techniques for the release of tension

kinaesthetic awareness

body alignment and use of body parts

relationship between performer and audience

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

discuss and evaluate opportunities to inform and develop technical conceptual and expressive skills

develop own voice through exploring and experimenting with new ideas in making or interpreting performances

demonstrate proficiency in performance work in selected area of specialisation

apply accurate and innovative interpretation and expression to performances

Context of and specific resources for assessment

Assessment must ensure access to

a range of materials resources and equipment relevant to selected performance

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

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 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 conceptual and expressive skills as a performer

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 Employ a range of acting skills in performance

CUAPRF401A Employ a range of acting skills in performance

CUAPRFA Employ a range of performance techniques

CUAPRF403A Employ a range of performance techniques

CUVPRPA Develop self as artist

CUVPRP405A Develop self as artist.

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.

Performance techniques may include:	acrobatics acting attack articulation circus clown communication with the audience dynamics improvisation innovative performance practices mask mime movement physical theatre puppetry and object manipulation story-telling voice.
Conceptual skillsmay include:	developing and formulating new ideas in creative ways, such as: brain storming day dreaming lateral thinking making associations mind mapping wishful thinking visualisations solving problems creatively understanding abstract relationships.
Expressive skillsmay include:	applying basic make-up as an aid to characterisation, such as: face make-up body paint theatre make-up hairstyle exploring voice and vocal characteristics or elements expressive relationship with the accompanying music as appropriate expressive use of movement dynamics and kinetic energy interpreting music and rhythm as appropriate performing appropriately for the context of venue and performance presenting creative ideas effectively understanding and expressing appropriate dramatic nuance.
Range of opportunities may include:	being involved in a range of relevant performance activities communicating with peers experimenting with own performance participating in professional development and other learning opportunities participating in relevant groups or associations practising systemically viewing and reviewing relevant performance events and activities working effectively with tutor or coach.
Kinaesthetic awarenessmay relate to awareness of:	balance body movements derived from: muscle, tendon and articular sensitivity outside the body, such as experienced through the eyes, ears, mouth and skin stimulus within the body, e.g. blood pressure and body position breathing centring coordination dynamics flexibility focus gestures gravity location in space locomotion muscular tensions of the body and its parts orientation position posture rhythm shape time.
Performance eventsmay include:	performances for a live audience performances for a live audience with simultaneous web or other digitised broadcast to an audience in another location.
New interpretations may refer to:	analysing and researching the work of others relevant to selected area of specialisation analysing conventions, practices and customs in art practice developing repertoire and knowledge.
Use of technology may include:	audiovisual technologies cross-art stage mechanisms internet.
Performance elements may include:	accompanying music audience characteristics costumes location length of performance number of performers performance occasion theme use of technology.
Appropriate methods of recording evaluations may include:	audio or video, e.g. video diaries pictorial or visual methods written, e.g. journals.
Feedbackmay include advice from:	audience peers tutors, mentors and coaches.