Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUAACT301, 'Develop basic acting techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop basic acting techniques' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
Elements Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for acting practice and performances | 1.1 Take fatigue and personal limitations into account when preparing for acting practice and performances 1.2 Perform warm-up and warm-down procedures in conjunction with practice or performance activities 1.3 Identify and use understanding of stage layout and terminology 1.4 Discuss creative and technical parameters of the role or performance with relevant personnel 1.5 Use make-up, hairstyle and costuming to portray character as required |
2. Explore and practise basic acting skills | 2.1 Perform dialogue with clarity, accuracy and control using a range of basic vocal techniques 2.2 Apply and practise memorisation skills for retaining lines of dialogue 2.3 Develop the creative use of voice and body in a dramatic context to convey role and character 2.4 Apply flexibility, creativity and honesty when rehearsing and acting with others and in improvised performance 2.5 Practise observation and sensory recall of daily life to enrich own performance |
3. Explore characterisation techniques | 3.1 Determine character to be performed 3.2 Build a character by using basic acting skills 3.3 Imaginatively respond to given circumstances and how they affect a character’s choices |
4. Demonstrate a collaborative approach to dramatic practice and performance | 4.1 Cooperate with group members during practice or performance 4.2 Take and interpret direction to further improve own acting practice and performance 4.3 Contribute creatively to group work 4.4 Take account of different functions and roles of theatre personnel in dealings with others |
5. Evaluate own basic acting skills | 5.1 Develop critical skills to evaluate and improve own technique 5.2 Use feedback from others to identify and develop ways to improve own basic acting skills |