CUAPRF301 - Create and tell stories Competency Mapping Template

Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUAPRF301 Mapping and Delivery Guide
Create and tell stories

Version 1.0
Issue Date: April 2024

Qualification	-	Unit of Competency	CUAPRF301 - Create and tell stories
Description
Employability Skills
Learning Outcomes and Application	This unit describes the performance outcomes, skills and knowledge required to create and tell stories based on knowledge of traditions in story-telling and the use of the narrative form in theatre. Performances could be in commercial, competition or community settings.Performers such as singers, actors, dancers and comedians, who wish to develop techniques associated with story creation and performance, apply the skills and knowledge outlined in this unit. Depending on the nature of the text, they could be working in ensembles, partnerships or performing solo.Work at this level requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs.No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting	X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to: venue with adequate space and acoustic qualities performance opportunities relevant instruments or equipment scripts or other materials for discussion. Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Prerequisites/co-requisites
Competency Field

Development and validation strategy and guide for assessors and learners		Student Learning Resources	Handouts Activities	Slides PPT	Assessment 1	Assessment 2	Assessment 3	Assessment 4
Elements of Competency	Performance Criteria
Element: Analyse major story-telling traditions	Identify structural characteristics and formats of major story-telling styles Compare historical and cultural purposes of stories and the relationships between styles of story-telling, storyteller and audience Research current methods of story-telling, including stories from different cultures
Element: Analyse the narrative form in theatre	Analyse influences in the development of narrative form and process in story-telling as used in contemporary theatrical forms Determine roles of meaning and symbols, characters and characterisation in narrative in a theatrical context Determine the stages of the story writing process in designing stories Determine the way that writing elements of a style or piece of text are combined and used
Element: Use performance techniques to communicate story to audiences	Interpret meaning and symbols in a variety of dramatic texts, styles and performance circumstances Create stories from different themes and develop a performance Perform using improvisation abilities to apply vocal expression and performance techniques, both alone and in a group Observe correct protocols and maintain cultural integrity where text and stories containing cultural content are used in performances Use feedback from relevant personnel to review performance and develop strategies for improvement

Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Analyse major story-telling traditions

1.1 Identify structural characteristics and formats of major story-telling styles

1.2 Compare historical and cultural purposes of stories and the relationships between styles of story-telling, storyteller and audience

1.3 Research current methods of story-telling, including stories from different cultures

2. Analyse the narrative form in theatre

2.1 Analyse influences in the development of narrative form and process in story-telling as used in contemporary theatrical forms

2.2 Determine roles of meaning and symbols, characters and characterisation in narrative in a theatrical context

2.3 Determine the stages of the story writing process in designing stories

2.4 Determine the way that writing elements of a style or piece of text are combined and used

3. Use performance techniques to communicate story to audiences

3.1 Interpret meaning and symbols in a variety of dramatic texts, styles and performance circumstances

3.2 Create stories from different themes and develop a performance

3.3 Perform using improvisation abilities to apply vocal expression and performance techniques, both alone and in a group

3.4 Observe correct protocols and maintain cultural integrity where text and stories containing cultural content are used in performances

3.5 Use feedback from relevant personnel to review performance and develop strategies for improvement

Evidence of the ability to:

distinguish major story-telling traditions according to their purposes, cultural and dramatic features and relationship with audiences

tell stories in major stylistic and cultural categories

create and deliver stories to an audience

seek and apply feedback on effectiveness of own story creation and performance.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

in the context of creating and telling stories, explain how:

contemporary theatrical use of the narrative form is connected to older traditions

staging can be used to create dramatic effects

voice and the vocal process affect audiences

common theatre conventions are followed by performers

describe the relationship between storytelling and semantics, syntax and pragmatics

describe how the following apply in a live performance context:

identifying hazards and assessing risks

flooring for full body activity

regulations for lighting, heating and air-conditioning

demonstrate well-developed knowledge of:

history of narration and story-telling in cultural, religious, educational and entertainment contexts

processes and methodologies for creating texts and stories

principles and characteristics of non-verbal communication and body language.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title] Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.