| Effective Term: | 2024/05 |
| Institute / School : | Institute of Education, Arts & Community |
| Unit Title: | Acting Project 3: Screen and Small Ensemble Projects |
| Unit ID: | CPPRO3103 |
| Credit Points: | 15.00 |
| Prerequisite(s): | (CPPRO2102 and CPPSD2004 and CPPSV2004) |
| Co-requisite(s): | (CPPSD3005 and CPPSV3005 and PACAC3005) |
| Exclusion(s): | Nil |
| ASCED: | 100103 |
| Other Change: | |
| Brief description of the Unit |
| This unit progresses performance skills developed by students in Acting Projects 1 and 2. At this advanced level of study, learning will focus on two primary performance strands: Screen Acting and Small Ensemble Projects. Taken together, both strands constitute an in-depth practice-based performative study across mediums. In Screen Acting, students will investigate circumstances governing film performance. In Small Ensemble Projects, students work intensely and collaboratively to produce full stage productions. Material for Small Ensemble Projects may be drawn from a broad range of theatrical genres including musicals, cabaret, self-devised works or pre-existing play texts. Students may be asked to participate in production-related processes and activities. |
| Grade Scheme: | Graded (HD, D, C, P, MF, F, XF) |
| Work Experience Indicator: |
| Placement Component: No |
| Supplementary Assessment:Yes |
| Where supplementary assessment is available a student must have failed overall in the Unit but gained a final mark of 45 per cent or above, has completed all major assessment tasks (including all sub-components where a task has multiple parts) as specified in the Unit Description and is not eligible for any other form of supplementary assessment |
| Course Level: |
| Level of Unit in Course | AQF Level(s) of Course | | 5 | 6 | 7 | 8 | 9 | 10 | | Introductory | | | | | | | | Intermediate | | | | | | | | Advanced | | |  | | | |
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| Learning Outcomes: |
| Knowledge: |
| K1. | Identify performance features in Screen Acting and Small Ensemble Projects. |
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| K2. | Outline key rehearsal strategies associated with working in Screen Acting and Small Ensemble Projects. |
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| K3. | Define collaborative dimensions of working in Screen Acting and Small Ensemble Projects. |
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| K4. | Define key elements of the relationship between performer and director. |
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| K5. | Identify production elements in Screen Acting and Small Ensemble Projects. |
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| Skills: |
| S1. | Demonstrate appropriate physical and vocal adjustments in Screen Acting and Small Ensemble Projects. |
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| S2. | Adapt personal performance strategies throughout rehearsals. |
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| S3. | Adjust to critical feedback. |
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| S4. | Show a clear capacity to collaborate with fellow artists. |
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| S5. | Exhibit a mode of independent performance practice. |
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| S6. | Demonstrate associated performance tasks appropriate to in Screen Acting and Small Ensemble Projects. |
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| Application of knowledge and skills: |
| A1. | Transform rehearsal activities into communicable performance outcomes in Screen Acting and Small Ensemble Projects. |
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| A2. | Apply an advanced level of professional practice appropriate to rehearsal and performance. |
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| A3. | Produce consistency during performances. |
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| A4. | Reflect coherently upon the process of working in Screen Acting and Projects. |
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| Unit Content: |
| This unit progresses performance skills developed by students in Acting Projects 1 and 2. At this advanced level of study, learning will focus on two primary performance strands: Screen Acting and Small Ensemble Projects. Taken together, both strands constitute an in-depth practice-based performative study across mediums. In Screen Acting, students will investigate circumstances governing film performance, from terminology to space and equipment. They will develop a thorough working knowledge of acting processes involved in developing performance for camera and apply this by creating high-level screen performance. In Small Ensemble Projects, students work intensely and collaboratively to produce full stage productions. They acquire an in-depth understanding of constituent dramaturgical elements, rehearsal techniques and how to translate skills acquired during rehearsals into high level stage performance. Material for Small Ensemble Projects may be drawn from a broad range of theatrical genres including musicals, cabaret, self-devised works or pre-existing play texts. Students may be asked to participate in production-related processes and activities. |
| Graduate Attributes: |
| Federation University recognises that students require key transferable employability skills to prepare them for their future workplace and society. FEDTASKS (Transferable Attributes Skills and Knowledge) provide a targeted focus on five key transferable Attributes, Skills, and Knowledge that are be embedded within curriculum, developed gradually towards successful measures and interlinked with cross-discipline and Co-operative Learning opportunities. One or more FEDTASK, transferable Attributes, Skills or Knowledge must be evident in the specified learning outcomes and assessment for each FedUni Unit, and all must be directly assessed in each Course.
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| FED TASK and descriptor | Development and acquisition of FEDTASKS in the Unit | | Level | FEDTASK 1
Interpersonal | Students will demonstrate the ability to effectively communicate, inter-act and work with others both individually and in groups. Students will be required to display skills in-person and/or online in: • Using effective verbal and non-verbal communication • Listening for meaning and influencing via active listening • Showing empathy for others • Negotiating and demonstrating conflict resolution skills • Working respectfully in cross-cultural and diverse teams. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 2
Leadership | Students will demonstrate the ability to apply professional skills and behaviours in leading others. Students will be required to display skills in: • Creating a collegial environment • Showing self -awareness and the ability to self-reflect • Inspiring and convincing others • Making informed decisions • Displaying initiative | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 3
Critical Thinking and Creativity | Students will demonstrate an ability to work in complexity and ambiguity using the imagination to create new ideas. Students will be required to display skills in: • Reflecting critically • Evaluating ideas, concepts and information • Considering alternative perspectives to refine ideas • Challenging conventional thinking to clarify concepts • Forming creative solutions in problem solving. | Level 3 - Student works independently with limited guidance or works within self-determined guidelines appropriate to context | FEDTASK 4
Digital Literacy | Students will demonstrate the ability to work fluently across a range of tools, platforms and applications to achieve a range of tasks. Students will be required to display skills in: • Finding, evaluating, managing, curating, organising and sharing digital information • Collating, managing, accessing and using digital data securely • Receiving and responding to messages in a range of digital media • Contributing actively to digital teams and working groups • Participating in and benefiting from digital learning opportunities. | Level 2 - Student demonstrates some independence within provided guidelines | FEDTASK 5
Sustainable and Ethical Mindset | Students will demonstrate the ability to consider and assess the consequences and impact of ideas and actions in enacting ethical and sustainable decisions. Students will be required to display skills in: • Making informed judgments that consider the impact of devising solutions in global economic environmental and societal contexts • Committing to social responsibility as a professional and a citizen • Evaluating ethical, socially responsible and/or sustainable challenges and generating and articulating responses • Embracing lifelong, life-wide and life-deep learning to be open to diverse others • Implementing required actions to foster sustainability in their professional and personal life. | N/A - Not Applicable |
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| | Learning Outcomes Assessed | Assessment Tasks | Assessment Type | Weighting | | 1. | K1, K2, K3, K4, S1, S2, S3, S6, A1, A2, A3 | Class/ Rehearsal Participation | Ongoing In-class Presentation | 30 - 50% | | 2. | K3, S3, S4, S5, S6, A1, A2, A3 | Participation in Performances | In-house/Public Performance | 30 - 50% | | 3. | K1, K2, K3, K4, K5, A4 | Written Reflection | Written Assignment/Essay/Wk Bk | 10 - 40% |
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