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.
Not applicable.
1. Develop an understanding of acting as an art form | 1.1. Discuss with relevant personnel the principles and characteristics of acting 1.2. Explore the relationship between actor and audience 1.3. Discuss with relevant personnel the history and application of various acting techniques 1.4. Explore the historical, social and cultural significance of drama and theatre |
2. Prepare for acting performance | 2.1. Take fatigue, personal limitations and boundaries into account when undertaking acting rehearsals and performances 2.2. Prepare body and voice by performing warm-up techniques 2.3. Apply appropriate make-up, hairstyle and costuming to portray character as required 2.4. Prepare relevant materials for performance as directed or required 2.5. Contribute ideas to discussions of the creative parameters of the role or performance 2.6. Discuss with relevant personnel technical parameters of the role or performance and contribute ideas as required 2.7. Demonstrate ongoing receptivity to learning during the rehearsal process |
3. Practise improvisational skills | 3.1. Work with others to initiate and plan improvisations 3.2. Apply improvisational techniques in a range of scenarios 3.3. Respond spontaneously to given circumstances 3.4. Work both critically and collaboratively within an improvised performance 3.5. Experiment with various acting techniques to further improve own performance 3.6. Sustain a character in improvisations |
4. Interpret and create a character for performance | 4.1. Explore characterisation through the use of a range of vocal techniques 4.2. Explore comic and dramatic qualities through different characterisations 4.3. Analyse texts for performance through close reading and discussion with relevant personnel 4.4. Develop a character for performance through practice and rehearsal sessions 4.5. Explore and work creatively with interactions between various characters in the performance |
5. Perform a character in a dramatic context | 5.1. Use appropriate acting techniques to convey a convincing, believable character 5.2. Perform dialogue with clarity, accuracy and emotion using a range of vocal techniques 5.3. Respond appropriately to fellow actors and performance cues 5.4. Maintain characterisation and required performance standards for the duration 5.5. Maintain spatial awareness of performance space or venue 5.6. Analyse and evaluate feedback and criticism and develop strategies to improve own acting and performance 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
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 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. |
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 techniques | 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 techniques | 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. |
Materials | accessories audiovisual equipment costumes, including footwear hairstyle requirements make-up requirements props. |
Parameters | 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 circumstances | who what where when how obstacles in a character’s path. |
Vocal techniques | 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. |
Analyse | 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 character | 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 venue | urban and rural outdoor performance spaces small and large theatres school and community halls arenas or stadiums. |
Feedback | director’s notes audience feedback discussion with other performers observations from peers. |
Performing arts - performance
This unit contains employability skills.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.