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

CUAPRF401A Mapping and Delivery Guide
Employ a range of acting skills in performance

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUAPRF401A - Employ a range of acting skills in performance
Description This unit describes the performance outcomes, skills and knowledge required to use acting skills to portray characters in dramatic contexts.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application This unit applies to singers, dancers, actors, comedians and other performers who employ a range of acting skills in their performances. They could be performing in commercial, community or open space settings as members of an ensemble, in solo roles or one-person shows.At this level performers are refining their techniques through practice, and while some supervision and guidance may be present in practice, a high level of motivation and sense of responsibility for self and others are expected in live performances.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable.
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: Develop an understanding of acting as an art form
  • Discuss with relevant personnel the principles and characteristics of acting
  • Explore the relationship between actor and audience
  • Discuss with relevant personnel the history and application of various acting techniques
  • Explore the historical, social and cultural significance of drama and theatre
       
Element: Prepare for acting performance
  • Take fatigue, personal limitations and boundaries into account when undertaking acting rehearsals and performances
  • Prepare body and voice by performing warm-up techniques
  • Apply appropriate make-up, hairstyle and costuming to portray character as required
  • Prepare relevant materials for performance as directed or required
  • Contribute ideas to discussions of the creative parameters of the role or performance
  • Discuss with relevant personnel technical parameters of the role or performance and contribute ideas as required
  • Demonstrate ongoing receptivity to learning during the rehearsal process
       
Element: Practise improvisational skills
  • Work with others to initiate and plan improvisations
  • Apply improvisational techniques in a range of scenarios
  • Respond spontaneously to given circumstances
  • Work both critically and collaboratively within an improvised performance
  • Experiment with various acting techniques to further improve own performance
  • Sustain a character in improvisations
       
Element: Interpret and create a character for performance
  • Explore characterisation through the use of a range of vocal techniques
  • Explore comic and dramatic qualities through different characterisations
  • Analyse texts for performance through close reading and discussion with relevant personnel
  • Develop a character for performance through practice and rehearsal sessions
  • Explore and work creatively with interactions between various characters in the performance
       
Element: Perform a character in a dramatic context
  • Use appropriate acting techniques to convey a convincing, believable character
  • Perform dialogue with clarity, accuracy and emotion using a range of vocal techniques
  • Respond appropriately to fellow actors and performance cues
  • Maintain characterisation and required performance standards for the duration
  • Maintain spatial awareness of performance space or venue
  • Analyse and evaluate feedback and criticism and develop strategies to improve own acting and performance skills
       


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.

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

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 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 (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:

CUAPRF402A Develop conceptual and expressive skills as a performer

CUAPRF403A Employ a range of performance techniques

CUAPRF405A Rehearse technique for performance

CUAPRF406A Use technique in performance.

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.

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

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

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

OHS standards or requirements associated with performance

well-developed knowledge of:

stage and acting terminology

group dynamics

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

props

set design.

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.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Discuss with relevant personnel the principles and characteristics of acting 
Explore the relationship between actor and audience 
Discuss with relevant personnel the history and application of various acting techniques 
Explore the historical, social and cultural significance of drama and theatre 
Take fatigue, personal limitations and boundaries into account when undertaking acting rehearsals and performances 
Prepare body and voice by performing warm-up techniques 
Apply appropriate make-up, hairstyle and costuming to portray character as required 
Prepare relevant materials for performance as directed or required 
Contribute ideas to discussions of the creative parameters of the role or performance 
Discuss with relevant personnel technical parameters of the role or performance and contribute ideas as required 
Demonstrate ongoing receptivity to learning during the rehearsal process 
Work with others to initiate and plan improvisations 
Apply improvisational techniques in a range of scenarios 
Respond spontaneously to given circumstances 
Work both critically and collaboratively within an improvised performance 
Experiment with various acting techniques to further improve own performance 
Sustain a character in improvisations 
Explore characterisation through the use of a range of vocal techniques 
Explore comic and dramatic qualities through different characterisations 
Analyse texts for performance through close reading and discussion with relevant personnel 
Develop a character for performance through practice and rehearsal sessions 
Explore and work creatively with interactions between various characters in the performance 
Use appropriate acting techniques to convey a convincing, believable character 
Perform dialogue with clarity, accuracy and emotion using a range of vocal techniques 
Respond appropriately to fellow actors and performance cues 
Maintain characterisation and required performance standards for the duration 
Maintain spatial awareness of performance space or venue 
Analyse and evaluate feedback and criticism and develop strategies to improve own acting and performance skills 

Forms

Assessment Cover Sheet

CUAPRF401A - Employ a range of acting skills in performance
Assessment task 1: [title]

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I declare that the assessment tasks submitted for this unit are my own work.

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Result: Competent Not yet competent

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Assessment Record Sheet

CUAPRF401A - Employ a range of acting skills in performance

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

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Overall assessment result: Competent Not yet competent

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