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. Perform warm-up routine | 1.1 Check instrument or voice and other equipment required for the performance to ensure their reliability in performance 1.2 Tune instrument, liaising with other group members to ensure required pitch 1.3 Warm up to ensure that sound production is secure before beginning the performance 1.4 Use relaxation techniques to overcome performance anxiety as required |
2. Apply technical and musicianship skills in performance | 2.1 Maintain concentration and focus throughout the performance 2.2 Meet the technical and interpretive requirements of the music and staging requirements of the performance 2.3 Apply music knowledge of genres, styles, musical elements, solo and ensemble practices, and music literacy to enhance interpretive aspects of performance 2.4 Use stagecraft skills and performing style appropriate to the context of the music and the performance 2.5 Respond to contingencies to maintain the integrity of the performance 2.6 Interact with stage management and other artistic, venue, studio and organisational staff as required |
3. Interact with group members | 3.1 Respond to musical, stage or studio directions, and give cues to contribute to a cohesive performance 3.2 Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance 3.3 Listen critically and adjust playing and volume to achieve balance in dynamics and style with other players 3.4 Maintain responsiveness to other performers and to the music-making process throughout the performance 3.5 Synchronise own playing with that of other performers, and make music entries and exits consistent with the style of music and as agreed with other players 3.6 Demonstrate respect for other performers’ work, using appropriate communication in verbal and body language 3.7 Contribute to the dynamics of the group to ensure best performance outcome |
4. Evaluate performance | 4.1 Discuss performance against previous work with group members to assess technical and artistic development 4.2 Identify weaknesses and errors in the performance and collaboratively suggest remedies 4.3 Evaluate repertoire choice and programming to determine suitability for the group’s technical standard and style, as well as the overall musical balance in the program 4.4 Assess the role of individual performers for ensemble balance and for future performance possibilities 4.5 Evaluate the group’s stage presentation, posture, dress and movement, and determine possible improvements 4.6 Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met 4.7 Collaboratively develop strategies for refining group performance and technical skills based on outcome of evaluations |
Evidence of the ability to:
demonstrate techniques to prepare effectively for performance
perform proficiently as a member of a group, before an audience on at least three occasions, including:
demonstrating mastery of repertoire
responding to directions and giving cues
adjusting intonation, synchronisation, interpretation and nuance to create a cohesive group performance
participate in evaluations of group 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 pre-performance warm-up procedures
explain factors required to be effective as a musician or singer in a group
outline issues and challenges that arise in the context of performing music as part of a group for an audience, and how they might 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 and equipment
opportunities for musical collaboration in performances before an audience
appropriate venue with adequate space and acoustic qualities for group performances.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.