Assessor Resource

CUAMPF303
Contribute to backup accompaniment

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the skills and knowledge required to perform as part of a backup group.

It applies to individuals who are developing technical and interpersonal accompaniment skills on chosen instrument or voice to complement the performance of soloists and blend with that of other group members.

No licensing, legislative or certification requirements apply to this unit at the time of publication.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)


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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare to perform backup accompaniment

1.1 Confirm performance venue, lead and backup performance roles and expected performance outcomes with relevant people

1.2 Confirm own contribution and that the part is within own technical and artistic level of performance

1.3 Use personal practice time outside of combined rehearsals to gain mastery of technical and musical demands of the selected music and achieve required performance standard

1.4 Take direction from and give support to performers during rehearsals

1.5 Seek feedback on own performance from relevant personnel, and adjust performance techniques

2. Perform backup accompaniment

2.1 Maintain energy levels, concentration and focus to ensure that own contribution enhances and complements the performance of others

2.2 Listen critically to own and others’ performance, and adjust playing and volume to achieve the required sound and balance between lead and backing players

2.3 Ensure that own conduct and appearance are appropriate to the performance context

2.4 Take and give cues to contribute to a cohesive performance

3. Evaluate performance

3.1 Contribute to evaluation of the performance of performers

3.2 Evaluate own performance as a backup accompanist, and note areas for future improvement

3.3 Seek feedback on own performance from relevant people, and incorporate suggestions into overall strategies for improving own backup accompaniment skills

Evidence of the ability to:

complete preparation for performing backup accompaniment, including:

confirming requirements

practising sufficiently

attending and contributing to rehearsals

perform proficiently as a member of a backup accompaniment group, including:

applying listening skills to monitor and adjust intonation, volume, balance, expression and nuance

following and giving cues

integrate feedback from others and own observations to evaluate group and own performances.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe lead and backup accompaniment roles and performance customs

outline key technical and personal requirements needed by performers who provide backup accompaniment

outline issues and challenges that arise in the context of performing backup accompaniment and how they may be overcome.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

relevant instruments, equipment and resources

opportunities to perform backup accompaniment

appropriate venues with adequate space and acoustic qualities.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

Submission Requirements

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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Prepare to perform backup accompaniment

1.1 Confirm performance venue, lead and backup performance roles and expected performance outcomes with relevant people

1.2 Confirm own contribution and that the part is within own technical and artistic level of performance

1.3 Use personal practice time outside of combined rehearsals to gain mastery of technical and musical demands of the selected music and achieve required performance standard

1.4 Take direction from and give support to performers during rehearsals

1.5 Seek feedback on own performance from relevant personnel, and adjust performance techniques

2. Perform backup accompaniment

2.1 Maintain energy levels, concentration and focus to ensure that own contribution enhances and complements the performance of others

2.2 Listen critically to own and others’ performance, and adjust playing and volume to achieve the required sound and balance between lead and backing players

2.3 Ensure that own conduct and appearance are appropriate to the performance context

2.4 Take and give cues to contribute to a cohesive performance

3. Evaluate performance

3.1 Contribute to evaluation of the performance of performers

3.2 Evaluate own performance as a backup accompanist, and note areas for future improvement

3.3 Seek feedback on own performance from relevant people, and incorporate suggestions into overall strategies for improving own backup accompaniment skills

Evidence of the ability to:

complete preparation for performing backup accompaniment, including:

confirming requirements

practising sufficiently

attending and contributing to rehearsals

perform proficiently as a member of a backup accompaniment group, including:

applying listening skills to monitor and adjust intonation, volume, balance, expression and nuance

following and giving cues

integrate feedback from others and own observations to evaluate group and own performances.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe lead and backup accompaniment roles and performance customs

outline key technical and personal requirements needed by performers who provide backup accompaniment

outline issues and challenges that arise in the context of performing backup accompaniment and how they may be overcome.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

relevant instruments, equipment and resources

opportunities to perform backup accompaniment

appropriate venues with adequate space and acoustic qualities.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

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
Confirm performance venue, lead and backup performance roles and expected performance outcomes with relevant people 
Confirm own contribution and that the part is within own technical and artistic level of performance 
Use personal practice time outside of combined rehearsals to gain mastery of technical and musical demands of the selected music and achieve required performance standard 
Take direction from and give support to performers during rehearsals 
Seek feedback on own performance from relevant personnel, and adjust performance techniques 
Maintain energy levels, concentration and focus to ensure that own contribution enhances and complements the performance of others 
Listen critically to own and others’ performance, and adjust playing and volume to achieve the required sound and balance between lead and backing players 
Ensure that own conduct and appearance are appropriate to the performance context 
Take and give cues to contribute to a cohesive performance 
Contribute to evaluation of the performance of performers 
Evaluate own performance as a backup accompanist, and note areas for future improvement 
Seek feedback on own performance from relevant people, and incorporate suggestions into overall strategies for improving own backup accompaniment skills 

Forms

Assessment Cover Sheet

CUAMPF303 - Contribute to backup accompaniment
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

CUAMPF303 - Contribute to backup accompaniment

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

Assessor name:

Signature:

Date:

Student signature:

Date: