Assessor Resource

CUAMPF503
Perform accompaniment

Assessment tool

Version 1.0
Issue Date: April 2024


This unit describes the skills and knowledge required to perform as an accompanist to complement the performance of solo performers or groups, such as choirs.

It applies to individuals who may be a solo accompanist on the piano or another instrument.

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 accompaniment

1.1 Discuss and confirm artistic vision and expected performance outcomes with appropriate people

1.2 Confirm own status and contribution to performance concept, ensuring that own artistic and professional integrity are maintained

1.3 Confirm that accompaniment is within own technical and artistic level of ability

1.4 Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins

1.5 Confirm availability and attend scheduled rehearsals punctually

1.6 Take direction from and maintain support for the principal artist(s) in rehearsals

1.7 Establish rehearsal and performance conditions that are ergonomically appropriate and allow for reasonable rest breaks in line with work health and safety (WHS) principles

1.8 Develop and use strategies to overcome the effects of performance anxiety

2. Provide accompaniment for performers

2.1 Collaborate with appropriate people, and apply music knowledge to adapt music appropriately for the content and context of the performance

2.2 Ensure that musical emphasis of the accompaniment underpins and enhances the performance

2.3 Play and replay accompaniment exactly to guide performers as required

2.4 Maintain energy levels, concentration and focus throughout rehearsals and performances

3. Interact with performers

3.1 Take and give cues to contribute to a coherent performance

3.2 Listen, monitor and adjust playing to the needs of performer(s) and the context of activity, and to maintain balance throughout the performance

3.3 Respond sensitively to performers’ emotional states and artistic requirements to ensure planned performance outcomes are achieved

3.4 Support performer(s) to deal with contingencies during performances by altering accompaniment to cover any irregularities

3.5 Maintain own conduct and appearance appropriate to the performance context

4. Evaluate performance

4.1 Contribute to evaluation of the performance

4.2 Evaluate own performance as accompanist, and note areas for future improvement

4.3 Seek feedback on own performance from appropriate people, and incorporate suggestions into strategies for improving own accompaniment skills

Evidence of the ability to:

perform proficiently as an accompanist before an audience on at least three occasions, including:

listening effectively while accompanying to adjust musical aspects to match and balance with solo performer or performers

adapting accompaniment prior to and during performance as necessary

taking and giving cues

evaluate own performance and use feedback from others to identify areas for improvement.

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:

explain accompaniment performance protocols and customs

describe key technical and personal requirements needed by accompanists

describe techniques to overcome performance anxiety

describe strategies for improving own accompaniment skills

outline issues that arise in the context of performing as an accompanist, and explain how they might be overcome

outline work health and safety (WHS) principles relevant to performing as an accompanist.

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 to accompany performers before an audience

appropriate venue 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 accompaniment

1.1 Discuss and confirm artistic vision and expected performance outcomes with appropriate people

1.2 Confirm own status and contribution to performance concept, ensuring that own artistic and professional integrity are maintained

1.3 Confirm that accompaniment is within own technical and artistic level of ability

1.4 Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins

1.5 Confirm availability and attend scheduled rehearsals punctually

1.6 Take direction from and maintain support for the principal artist(s) in rehearsals

1.7 Establish rehearsal and performance conditions that are ergonomically appropriate and allow for reasonable rest breaks in line with work health and safety (WHS) principles

1.8 Develop and use strategies to overcome the effects of performance anxiety

2. Provide accompaniment for performers

2.1 Collaborate with appropriate people, and apply music knowledge to adapt music appropriately for the content and context of the performance

2.2 Ensure that musical emphasis of the accompaniment underpins and enhances the performance

2.3 Play and replay accompaniment exactly to guide performers as required

2.4 Maintain energy levels, concentration and focus throughout rehearsals and performances

3. Interact with performers

3.1 Take and give cues to contribute to a coherent performance

3.2 Listen, monitor and adjust playing to the needs of performer(s) and the context of activity, and to maintain balance throughout the performance

3.3 Respond sensitively to performers’ emotional states and artistic requirements to ensure planned performance outcomes are achieved

3.4 Support performer(s) to deal with contingencies during performances by altering accompaniment to cover any irregularities

3.5 Maintain own conduct and appearance appropriate to the performance context

4. Evaluate performance

4.1 Contribute to evaluation of the performance

4.2 Evaluate own performance as accompanist, and note areas for future improvement

4.3 Seek feedback on own performance from appropriate people, and incorporate suggestions into strategies for improving own accompaniment skills

Evidence of the ability to:

perform proficiently as an accompanist before an audience on at least three occasions, including:

listening effectively while accompanying to adjust musical aspects to match and balance with solo performer or performers

adapting accompaniment prior to and during performance as necessary

taking and giving cues

evaluate own performance and use feedback from others to identify areas for improvement.

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:

explain accompaniment performance protocols and customs

describe key technical and personal requirements needed by accompanists

describe techniques to overcome performance anxiety

describe strategies for improving own accompaniment skills

outline issues that arise in the context of performing as an accompanist, and explain how they might be overcome

outline work health and safety (WHS) principles relevant to performing as an accompanist.

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 to accompany performers before an audience

appropriate venue 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
Discuss and confirm artistic vision and expected performance outcomes with appropriate people 
Confirm own status and contribution to performance concept, ensuring that own artistic and professional integrity are maintained 
Confirm that accompaniment is within own technical and artistic level of ability 
Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins 
Confirm availability and attend scheduled rehearsals punctually 
Take direction from and maintain support for the principal artist(s) in rehearsals 
Establish rehearsal and performance conditions that are ergonomically appropriate and allow for reasonable rest breaks in line with work health and safety (WHS) principles 
Develop and use strategies to overcome the effects of performance anxiety 
Collaborate with appropriate people, and apply music knowledge to adapt music appropriately for the content and context of the performance 
Ensure that musical emphasis of the accompaniment underpins and enhances the performance 
Play and replay accompaniment exactly to guide performers as required 
Maintain energy levels, concentration and focus throughout rehearsals and performances 
Take and give cues to contribute to a coherent performance 
Listen, monitor and adjust playing to the needs of performer(s) and the context of activity, and to maintain balance throughout the performance 
Respond sensitively to performers’ emotional states and artistic requirements to ensure planned performance outcomes are achieved 
Support performer(s) to deal with contingencies during performances by altering accompaniment to cover any irregularities 
Maintain own conduct and appearance appropriate to the performance context 
Contribute to evaluation of the performance 
Evaluate own performance as accompanist, and note areas for future improvement 
Seek feedback on own performance from appropriate people, and incorporate suggestions into strategies for improving own accompaniment skills 

Forms

Assessment Cover Sheet

CUAMPF503 - Perform 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

CUAMPF503 - Perform 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: