Unit of competency Outline
Date retreived
22/07/2026 1:36 AM AWST
22/07/2026 1:36 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.
Employ a range of acting skills in performance
Employ a range of acting skills in performance
Unit of competency
National Code
CUAPRF401A
CUAPRF401A
State Code
S7485
S7485
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
45
Description
This unit describes the performance outcomes, skills and knowledge required to use acting skills to portray characters in dramatic contexts.
Notes
Elements and Performance Criteria
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
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.
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.
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.
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.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| WI002 | CUAACT401 | Use a range of acting techniques in performance | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| 3743 | 52557WA | Certificate IV in Aboriginal Theatre | Accredited course |