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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.
Your unit may be subject to government or third party COVID-19 vaccination requirements. Please consider this before enrolling in this unit, and speak with the unit coordinator if this raises any concerns.
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 School Progression Panel.
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.
Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.
Breaches of academic integrity can include:
Copying the words, ideas or creative works of other people, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).
Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).
Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.
Using or having access to unauthorised materials in an exam or test.
Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.
ECU's policies and more information about academic integrity can be found on the student academic integrity website.
All commencing ECU students are required to complete the Academic Integrity Module.
In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.
Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.
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.
Your unit may be subject to government or third party COVID-19 vaccination requirements. Please consider this before enrolling in this unit, and speak with the unit coordinator if this raises any concerns.
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 School Progression Panel.
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.
Integrity is a core value at Edith Cowan University, and it is expected that ECU students complete their assessment tasks honestly and with acknowledgement of other people's work. This means that assessment tasks must be completed individually (unless it is an authorised group assessment task) and any sources used must be referenced.
Breaches of academic integrity can include:
Copying the words, ideas or creative works of other people, without referencing in accordance with stated University requirements. Students need to seek approval from the Unit Coordinator within the first week of study if they intend to use some of their previous work in an assessment task (self-plagiarism).
Working with other students and submitting the same or substantially similar work or portions of work when an individual submission was required. This includes students knowingly providing others with copies of their own work to use in the same or similar assessment task(s).
Organising a friend, a family member, another student or an external person or organisation (e.g. through an online website) to complete or substantially edit or refine part or all of an assessment task(s) on their behalf.
Using or having access to unauthorised materials in an exam or test.
Serious outcomes may be imposed if a student is found to have committed one of these breaches, up to and including expulsion from the University for repeated or serious acts.
ECU's policies and more information about academic integrity can be found on the student academic integrity website.
All commencing ECU students are required to complete the Academic Integrity Module.
In some circumstances, Students may apply to their Unit Coordinator to extend the due date of their Assessment Task(s) in accordance with ECU's Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000001386.
Students may apply for Special Consideration in respect of a final unit grade, where their achievement was affected by Exceptional Circumstances as set out in the Assessment, Examination and Moderation Procedures - for more information visit https://askus2.ecu.edu.au/s/article/000003318.
CUAPRF301|1|2