CUAMPF301A - Employ music and singing in performance
Assessor Resource
CUAMPF301A Employ music and singing in performance
Assessment tool
Version 1.0 Issue Date: May 2024
Singers and performers apply the skills and knowledge outlined in this unit to develop their appreciation of rhythm and vocal expression of songs and the playing of percussion instruments. The various styles and genres of music may include traditional, cultural, jazz, rock or contemporary. Performances could be in commercial, community or open space settings and performers may be performing solo or as members of an ensemble.
At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.
This unit describes the performance outcomes, skills and knowledge required to incorporate music into performances and to apply safe voice practices when preparing for and performing vocals.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable.
Employability Skills
Not applicable.
Evidence Required
List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
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:
use music terminology correctly
interpret basic notation and apply information to singing and playing percussion instruments
demonstrate the accurate reproduction of musical elements and play simple rhythms on percussion instruments, solo and in ensemble
sing in unison and in harmony in ensemble
sing solo
sing accompanied and a cappella.
Context of and specific resources for assessment
Assessment must ensure access to:
relevant instruments and equipment
performance opportunities
appropriate venue with adequate space and acoustic qualities.
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 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 music and singing in performance
evaluation of candidate’s contribution to group discussion
journal work, including recording and evaluating the exercise methodology, and evaluating the performance
direct observation of candidate in rehearsals and performances.
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:
CUAMPF302A Develop vocal techniques for use in performance
List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here
Assessment task 1: [title] Due date:
(add new lines for each of the assessment tasks)
Assessment Tasks
Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
communication skills to:
discuss aspects of music and singing for performance with relevant personnel
respond appropriately to feedback on own skill development and performance
initiative and enterprise skills to:
use imagery, visualisation or physical posture techniques to enhance the outcomes of the exercise program
interpret sound and musical expression from pieces of music
apply appropriate emotion and non-verbal communication in dramatic nuance to music and within the context of the music
listening skills to:
monitor and adjust intonation as required
use appropriate sound and tone production for instrument or voice
reproduce basic musical patterns
literacy skills to:
read and analyse various musical notations and texts or scripts for performance
record performance observations and self-evaluations as required
learning skills to:
improve skills through practice
demonstrate appropriate improvisational and impromptu responses during performances
self-management skills to:
arrive punctually at classes, rehearsals and performances
dress appropriately
follow procedures to minimise environmental impact of performance activities
develop a realistic and effective vocal exercise program
apply safe vocal practices
plan own practice time
technical and problem-solving skills to:
use basic percussion instrumental techniques
discriminate basic elements of pitch and rhythm
use chords and scales, forms, textures or other elements of musical organisation
teamwork skills to work collaboratively with others involved in classes and performances.
Required knowledge
overview knowledge of:
OHS standards as they apply to music and singing in performance in a range of environments
relationship between body movement, music and voice
various non-verbal communication or body language concepts
history, characteristics and parts of a range of percussion instruments
role of make-up and hairstyling in performance
theatre conventions
issues and challenges that arise in the context of preparing for performances
well-developed knowledge of:
principles of basic physiology and anatomy, including:
skeletal and muscular systems
cardiovascular and cardiorespiratory systems
circulatory systems
aural and visual systems
voice registration, resonance, diction and articulation training techniques
gender issues in voice and speech, such as:
body shape
size
muscular construction
sound production in selected instruments or voice
importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts
musical notation
musical rhythms, including:
time signatures
beat
tempo
syncopation.
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.
Anatomy and physiology may include:
articulators
flexible front of the tongue
larynx
lips
lungs
middle or back of the tongue
root of the tongue
thoracic muscles
trachea and muscles
windpipe
vocal folds within the larynx.
Physical posture and stancemay relate to:
chest comfortably raised
feet slightly apart
flat abdomen
head facing straight ahead
hips rotated forward
knees bent
shoulders down and back
spine aligned.
Relevant personnel may include:
client
musical director
producer
performer
mentor
teacher
coach
tutor
conductor
agent
medical personnel
psychologist.
Factorsmay include:
breathiness
differences in individual size, such as:
body
features
vocal cords
genetic disorders
lesions and growths
speech impediments
unhealthy behaviours, such as substance abuse.
Factors that may inhibitmay relate to:
breath support mechanism
mental concepts of depth that are related to tone quality
physical sensations of depth in the body and vocal mechanism
size of the inside of the mouth and the position of the palate and larynx.
Warm-up routines may include:
deep breathing exercises, especially for abdominal breathing
exercises to loosen mouth, such as:
tongue
lips
soft palate
exercises to loosen face muscles, such as:
cheek
eye
jaw
gentle open vowel singing
maintaining good throat hydration with gentle gargling
tongue twisters
whole body relaxation exercises, such as:
tai chi
yoga
vocalising exercises beginning in mid-range, before extending to upper and lower registers.
Minimising environmental impact may relate to:
being aware of air quality and noise
maintaining biodiversity and protecting habitat from damage
maintaining sustainable environment, including using measures to reduce energy consumption, such as:
light emitting diode (LED) lights or fluorescent light bulbs
turning lights off when not in use
recycling materials
reducing water usage.
OHS practices may include:
air control, inside and outside facilities
wearing safe workwear
awareness of own health status before and during activity
awareness of repetitive movement, fatigue and prevention of injuries
commitment to regular exercise to protect the body from injury
gender-specific exercises to protect the body from injury
identifying hazards and assessing risks
lighting, heating and air-conditioning that meet regulations
maintaining sufficient hydration
identifying and addressing specific health implications, such as:
smoking
eating disorders
sufficient and effective warm-up and cool-down techniques
volume levels for self and others.
Vocal techniques may include:
application of different vocal timbres
breathing
emphasis
intonation
maintaining vocal range, such as:
upper register
middle register
lower register
pace
phrasing
pitch placement
resonance
rhythm
timing.
Exercises may include:
acquiring vocal techniques, such as:
legato
staccato
control of dynamics
rapid figurations
learning to comfortably sing wide intervals
correcting vocal faults
appropriate physical posture
audibility, diction clarity, articulation and vocal placement
developing:
vocal strength
stamina
range
projection
flexibility developing breath control:
setting up control period (suspension)
controlled exhalation period (phonation)
recovery period
imagery or visualisation techniques to enhance performances
study of acoustic phonetics.
Musical elements may refer to:
simple pitch
melody
harmony
rhythm
dynamics
timbre and texture
performance practice
notation.
Conventional and non-conventional percussion instruments may include:
any object that produces a sound by:
being hit with an implement
being shaken, rubbed or scraped
any other action that sets the object into vibration
conventional, such as:
cymbals
drums
non-conventional, such as:
household items
tools, e.g. anvil
brake drums
pipes
clay.
Physical environments may include:
audience
instruments, such as:
accessories
adjust settings
tuning
music scores
sound equipment
venue demographics.
Dramatic or emotive nuances may include:
physical posture and body language
gestures and touch
facial expression and eye contact
environment and objects, such as:
clothing
props
hairstyles
symbols or graphics
interpretation of emotion
voice quality and speaking style
vocal sounds, such as:
grunts
silence
space
timing.
Non-verbal communication principles may include:
body language
emotional vocal sounds, such as:
grunts
silence
space
time or timing
eye contact
facial expression
gestures and touch
physical posture
voice quality and speaking style.
Feedback may refer to:
audience feedback
evaluation from teachers
360 degree feedback
mentor relationship
listening to own and others’ performances
observations of performances.
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist
Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice
Yes
No
Comments/feedback
Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech
Apply correct physical posture and stance to enhance efficient breathing and voice production
Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing
Perform relaxation and warm-up routines suitable for the voice in performance
Follow procedures to minimise environmental impact on the environment
Follow OHS procedures
Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation
Explore personal potential by practising intricate arrays of singing sound through technical speech and voice exercises
Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range
Enhance vocal technique, harmony, accuracy and strength through regular practice
Determine the characteristics of a style or piece of music in terms of the way that musical elements are combined and manipulated or interpreted through voice and body movements
Develop a repertoire of basic music knowledge and appreciation to identify particular styles of composition and sounds
Read and interpret a set of notes in treble and bass clef and notes performed through singing
Identify a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music and reproduce through sound
Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals
Apply understanding of the relationships between the physical body, voice, posture and playing musical instruments when producing sound and singing
Identify the physical characteristics and parts of conventional and non-conventional percussion instruments and how they produce sound
Determine the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance
Maintain and care for instruments and store according to manufacturer requirements
Prepare the physical environment, instruments and voice in preparation for practice and performance
Implement a plan to develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments
Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble
Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments
Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs
Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound
Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance outcomes
Forms
Assessment Cover Sheet
CUAMPF301A - Employ music and singing in performance
Assessment task 1: [title]
Student name:
Student ID:
I declare that the assessment tasks submitted for this unit are my own work.
Student signature:
Result: Competent Not yet competent
Feedback to student
Assessor name:
Signature:
Date:
Assessment Record Sheet
CUAMPF301A - Employ music and singing in performance
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
(add lines for each task)
Feedback to student:
Overall assessment result: Competent Not yet competent