Elements and Performance Criteria

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.

Stories may be:
cultural
religious
related to creation or morality themes
ways to perpetuate knowledge
examples to illustrate particular points (parables)
designed to convey meaning
memory building and enhancing
entertainment
poetry
film
fairytales
in genres, such as:
adventure
crime
science fiction
romance
realism
fantasy
mystery
horror.
Methods of story-telling may include:
writing
speech
poetry
prose
pictures
song
dance
motion pictures
theatre.
Narrative form and process may include:
characters
setting, including time and place
events, including:
orientation or beginning
complication, middle or problem
resolution or ending
sequence in which they occur
type of story
structure, such as:
first person narrative
third person narrative
use of flashback
chronological narrative
writing style to be used
atmosphere to be generated
sequencing and transitions
intended audience for the story
moral or constructive ending
purpose of the story.
Meaning and symbols, characters and characterisation may include:
significance of communication styles and strategies and how meaning is constructed and understood in the development of stories
relationship between written and spoken words
paragraph structure
sounds
expression and body language and the inferred meaning
rules of sentences and grammar construction and structure
audience’s meaningful understanding of the language or semantics of the written or spoken piece
characters and characterisation of roles
explicit or implicit caricature of the characters
relationship between the character and the actions within the story
representation of strengths and weaknesses of a role within the story.
Vocal expression may relate to:
musculature
breathing
timing
tone
timbre
resonation.
Protocols and cultural maintenance may include:
rules of behaviour, including those governing communication, access to and use of cultural information and practices that form the heritage of a particular society
appropriate communication, including:
clearly and appropriately expressing expectations
respectful interactions
active listening
providing appropriate feedback
protection and continuation of:
stories
song lines
spiritual practices
sites of significance
language
responsibilities and obligations to individuals, country and the community.
Non-verbal may include:
body language
emotional vocal sounds, such as:
grunts
silence
space
time or timing
symbols or graphics
eye contact
facial expression
gestures and touch
physical posture
voice quality and speaking style.
Feedback may refer to:
audience feedback on issues, such as:
comprehension
audibility
dramatic expression
delivery style
appropriateness of content
sensitivity to issues and interpretation
evaluation from teachers
360 degree feedback
mentor relationship
listening to own and others’ performances
observations of performances.
Relevant personnelmay include:
agent
client
coach
director
mentor
producer
performers
teacher
tutor.

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:
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
created by candidate to an audience
explain how contemporary theatrical use of the narrative form is connected to older traditions
seek and apply feedback on effectiveness of story creation and performance.
Context of and specific resources for assessment
Assessment must ensure:
that culturally or socially sensitive matters or materials are appropriately protected and that cultural and intellectual property rights are respected
access to:
appropriate venue with adequate space and acoustic qualities
performance opportunities
relevant instruments or equipment
scripts or other materials for discussion.
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
journal work, including recording, and evaluation of the story creation methodology and evaluation of performance
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 creating and telling stories
direct observation or recording of the candidate telling stories during a performance.
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:
CUAPRF302A Develop basic acting skills
CUAMPF302A Develop vocal techniques for use in performance.