Unit of competency Outline
Date retreived
22/07/2026 1:05 AM AWST
22/07/2026 1:05 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Develop basic acting skills
Develop basic acting skills
Unit of competency
National Code
CUAPRF302A
CUAPRF302A
State Code
S7509
S7509
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
19/12/2014
Field of Education
100103 - Drama And Theatre Studies
Original Release Date
19/12/2014
Nominal Hours
30
Description
This unit describes the performance outcomes, skills and knowledge required to develop basic acting skills, such as characterisation, memorising dialogue, voice projection and creative use of the voice and body.
Notes
Elements and Performance Criteria
1. Prepare for acting practice and performances
- 1.1. Take fatigue, personal limitations and boundaries into account when undertaking acting practice and performances
- 1.2. Always perform warm-up and cool-down procedures in conjunction with practice or performance activities
- 1.3. Develop understanding of stage geography and terminology
- 1.4. Apply appropriate make-up or hairstyle to portray character or role as required
- 1.5. Discuss with relevant personnel the creative and technical parameters of the role or performance
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 memory retention 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. Evolve a sense of truth and integrity when acting with others
- 2.5. Apply flexibility, creativity and inventiveness in improvised performance
- 2.6. Demonstrate the use of instinct and theatrical intuition when rehearsing and performing short scenes and monologues from a range of texts
- 2.7. Explore connections between one actor and another
- 2.8. Practise observation and sensory recall of daily life to enrich own performance of character roles
- 2.9. Use imagination to recall own stories and tell a character’s story to improve own acting skills
3. Explore characterisation techniques
- 3.1. Develop an understanding of character to be performed
- 3.2. Build a character by using basic acting skills
- 3.3. Imaginatively explore the given circumstances and how this affects 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. Identify different functions and roles of theatre personnel and how they interrelate
5. Evaluate own basic acting skills
- 5.1. Develop critical skills to inform own technique
- 5.2. Use feedback from teachers and mentors to identify and develop ways to improve own basic acting skills
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.
Warm-up and cool-down proceduresmay include:
aerobic activities
anaerobic exercises
coordinated breathing activities
flexibility exercises
floor work
joint-mobility exercises
stretching
vocal exercises.
Stage geography and terminologymay include:
upstage
downstage
on and offstage
stage right or left
scenery dock
prompt side (PS)
opposite prompt (OP)
camera left and camera right (for film and TV).
Relevant personnel may include:
agents
coaches
colleagues
directors
family members
medical practitioners
mentors
nutrition experts
performers
teachers.
Creative parameters of the role or performancemay include:
overall atmosphere and mood
plot development and flow of action
cultural context
characterisation
symbolism
style
relationship between form and content in dramatic performance.
Technical parameters of the role or performancemay include:
audio
costume
general staging
lighting
props
scripting codes for stage, television or film
sets and scenic art.
Basic vocal techniques may refer to:
awareness of breath
diction
tone
timbre
speed of speech
accent
timing
phrasing.
Improvised performancemust include:
breakdown of the actor's inhibitions
ensemble awareness
exercises in spontaneity
expression of thought and emotion
physical communication
sensory awareness.
Rehearsing must include:
communication and consultation with relevant personnel
observation and interpretation of text
display of a consistent level of commitment to developing performance quality and artistry in the given style
ongoing receptivity to learning.
Texts may include:
plays, such as:
contemporary
historical
comedies
tragedies
poetry
prose
speeches
mythological stories.
Ways todevelop an understanding of charactermay involve:
researching the historical and cultural context of the character
researching the history of the text’s author
interpreting the stage directions related to character
identifying the climactic moments in a character’s story arc.
Basic acting skillsmust include:
empathy
observation and sensory awareness
personalisation
given circumstances
endowment
transaction: actions and objectives.
Given circumstancesmay include:
who
what
where
when
how
obstacles in a character’s path.
Function and roles of theatre personnel may include:
directors
stage managers
set designers and dressers
lighting and sound technicians
costume designers
make-up artists
front of house (FOH) managers.
Critical skills may refer to:
analytic
discussion and evaluation
investigative
journal recording
questioning.
Feedback may include:
feedback from tutors, mentors and coaches
feedback from peers
self-evaluation
video documentary.
Warm-up and cool-down proceduresmay include:
aerobic activities
anaerobic exercises
coordinated breathing activities
flexibility exercises
floor work
joint-mobility exercises
stretching
vocal exercises.
Stage geography and terminologymay include:
upstage
downstage
on and offstage
stage right or left
scenery dock
prompt side (PS)
opposite prompt (OP)
camera left and camera right (for film and TV).
Relevant personnel may include:
agents
coaches
colleagues
directors
family members
medical practitioners
mentors
nutrition experts
performers
teachers.
Creative parameters of the role or performancemay include:
overall atmosphere and mood
plot development and flow of action
cultural context
characterisation
symbolism
style
relationship between form and content in dramatic performance.
Technical parameters of the role or performancemay include:
audio
costume
general staging
lighting
props
scripting codes for stage, television or film
sets and scenic art.
Basic vocal techniques may refer to:
awareness of breath
diction
tone
timbre
speed of speech
accent
timing
phrasing.
Improvised performancemust include:
breakdown of the actor's inhibitions
ensemble awareness
exercises in spontaneity
expression of thought and emotion
physical communication
sensory awareness.
Rehearsing must include:
communication and consultation with relevant personnel
observation and interpretation of text
display of a consistent level of commitment to developing performance quality and artistry in the given style
ongoing receptivity to learning.
Texts may include:
plays, such as:
contemporary
historical
comedies
tragedies
poetry
prose
speeches
mythological stories.
Ways todevelop an understanding of charactermay involve:
researching the historical and cultural context of the character
researching the history of the text’s author
interpreting the stage directions related to character
identifying the climactic moments in a character’s story arc.
Basic acting skillsmust include:
empathy
observation and sensory awareness
personalisation
given circumstances
endowment
transaction: actions and objectives.
Given circumstancesmay include:
who
what
where
when
how
obstacles in a character’s path.
Function and roles of theatre personnel may include:
directors
stage managers
set designers and dressers
lighting and sound technicians
costume designers
make-up artists
front of house (FOH) managers.
Critical skills may refer to:
analytic
discussion and evaluation
investigative
journal recording
questioning.
Feedback may include:
feedback from tutors, mentors and coaches
feedback from peers
self-evaluation
video documentary.
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:
demonstrate basic acting skills
demonstrate basic vocal techniques when performing dialogue
explore and develop characterisation techniques
work collaboratively with others.
Context of and specific resources for assessment
Assessment must ensure access to:
appropriate practice and performance space
relevant resources and equipment used to develop basic acting skills.
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 developing basic acting skills
direct observation of candidate practising basic 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:
CUAMUP301A Prepare personal appearance for performances
CUAPRF301A Create and tell stories.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
demonstrate basic acting skills
demonstrate basic vocal techniques when performing dialogue
explore and develop characterisation techniques
work collaboratively with others.
Context of and specific resources for assessment
Assessment must ensure access to:
appropriate practice and performance space
relevant resources and equipment used to develop basic acting skills.
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 developing basic acting skills
direct observation of candidate practising basic 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:
CUAMUP301A Prepare personal appearance for performances
CUAPRF301A Create and tell stories.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WI001 | CUAACT301 | Develop basic acting techniques | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| 3743 | 52557WA | Certificate IV in Aboriginal Theatre | Accredited course |