Visit ECU Homepage
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
This unit describes the performance outcomes, skills and knowledge required to create and tell stories based on knowledge of traditions in story-telling and the use of the narrative form in theatre. Performances could be in commercial, competition or community settings. Performers such as singers, actors, dancers and comedians, who wish to develop techniques associated with story creation and performance, apply the skills and knowledge outlined in this unit. Depending on the nature of the text, they could be working in ensembles, partnerships or performing solo. Work at this level requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs. No licensing, legislative or certification requirements apply to this unit at the time of publication.
Supersedes and is equivalent to CUAPRF301A - Create and tell stories
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 - create and deliver stories to an audience - seek and apply feedback on effectiveness of own story creation and performance. Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.
To complete the unit requirements the individual must: - in the context of creating and telling stories, explain how: - contemporary theatrical use of the narrative form is connected to older traditions - staging can be used to create dramatic effects - voice and the vocal process affect audiences - common theatre conventions are followed by performers - describe the relationship between storytelling and semantics, syntax and pragmatics - describe how the following apply in a live performance context: - identifying hazards and assessing risks - flooring for full body activity - regulations for lighting, heating and air-conditioning - demonstrate well-developed knowledge of: - history of narration and story-telling in cultural, religious, educational and entertainment contexts - processes and methodologies for creating texts and stories - principles and characteristics of non-verbal communication and body language.
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in a performance environment. The assessment environment must include access to: - venue with adequate space and acoustic qualities - performance opportunities - relevant instruments or equipment - scripts or other materials for discussion. Assessors must satisfy NVR/AQTF assessor requirements.
GS5 VET GRADING SCHEMA Used for WAAPA Vet only
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
CUAPRF301|1|1
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
This unit describes the performance outcomes, skills and knowledge required to create and tell stories based on knowledge of traditions in story-telling and the use of the narrative form in theatre. Performances could be in commercial, competition or community settings. Performers such as singers, actors, dancers and comedians, who wish to develop techniques associated with story creation and performance, apply the skills and knowledge outlined in this unit. Depending on the nature of the text, they could be working in ensembles, partnerships or performing solo. Work at this level requires a range of well-developed skills where some discretion and judgment are required and individuals are expected to take responsibility for their own outputs. No licensing, legislative or certification requirements apply to this unit at the time of publication.
Supersedes and is equivalent to CUAPRF301A - Create and tell stories
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 - create and deliver stories to an audience - seek and apply feedback on effectiveness of own story creation and performance. Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.
To complete the unit requirements the individual must: - in the context of creating and telling stories, explain how: - contemporary theatrical use of the narrative form is connected to older traditions - staging can be used to create dramatic effects - voice and the vocal process affect audiences - common theatre conventions are followed by performers - describe the relationship between storytelling and semantics, syntax and pragmatics - describe how the following apply in a live performance context: - identifying hazards and assessing risks - flooring for full body activity - regulations for lighting, heating and air-conditioning - demonstrate well-developed knowledge of: - history of narration and story-telling in cultural, religious, educational and entertainment contexts - processes and methodologies for creating texts and stories - principles and characteristics of non-verbal communication and body language.
Gather evidence to demonstrate consistent performance in conditions that are safe and replicate the workplace. Noise levels, production flow, interruptions and time variances must be typical of those experienced in a performance environment. The assessment environment must include access to: - venue with adequate space and acoustic qualities - performance opportunities - relevant instruments or equipment - scripts or other materials for discussion. Assessors must satisfy NVR/AQTF assessor requirements.
GS5 VET GRADING SCHEMA Used for WAAPA Vet only
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
CUAPRF301|1|2