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.
Elements Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Follow safe voice practices | 1.1 Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech 1.2 Demonstrate correct physical posture and stance to enhance efficient breathing and voice production 1.3 Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing 1.4 Perform relaxation and warm-up routines suitable for the voice in performance |
2. Practise technical control and vocal range | 2.1 Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation 2.2 Extend personal potential by practising intricate arrays of singing sound through technical speech and voice exercises 2.3 Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range 2.4 Enhance vocal technique, harmony, accuracy and strength through regular practice 2.5 Incorporate music and vocal practice terminology into activities and discussions |
3. Perform elements of a major scale and its modes | 3.1 Determine the characteristics of a style or piece of music in terms of the way musical elements are combined and manipulated or interpreted through voice and body movements 3.2 Develop a repertoire of basic music knowledge and appreciation to identify styles of composition and sounds 3.3 Read and interpret a set of notes in treble and bass clef and notes performed through singing 3.4 Reproduce through sound a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music 3.5 Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals |
4. Play rhythmic music on percussion instruments | 4.1 Apply understanding of the relationships between the body, voice, posture and playing musical instruments when producing sound and singing 4.2 Identify how the physical characteristics and parts of conventional and non-conventional percussion instruments produce sound 4.3 Identify the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance 4.4 Maintain and care for instruments and store according to manufacturer requirements 4.5 Prepare the physical environment, instruments and voice in preparation for practice and performance 4.6 Comply with health and safety requirements to minimise environmental impact of performances 4.7 Develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments |
5. Sing in an ensemble and solo | 5.1 Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble 5.2 Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments 5.3 Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs 5.4 Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound 5.5 Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance skills |
Evidence of the ability to:
interpret basic notation and apply information to singing and playing percussion instruments
accurately reproduce musical elements and play simple rhythms on percussion instruments, solo and in an ensemble
sing in unison and in harmony in an ensemble
sing solo
sing accompanied and a cappella
use music terminology correctly.
Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.
To complete the unit requirements the individual must:
demonstrate knowledge of:
work health and safety (WHS) standards as they apply to music and singing in performance in a range of environments
relationship between body movement, music and voice
non-verbal communication and body language concepts
characteristics of a range of percussion instruments
training techniques for voice registration, resonance, diction and articulation
process for producing sound in chosen instruments and in voice
musical notation
musical elements of time signatures, beat, tempo and syncopation
describe issues and challenges that arise when preparing for performances and suggest solutions to address them
explain the relevance of the following physiological and anatomical systems to vocalists and musicians:
skeletal and muscular
cardiovascular and cardio-respiratory
circulatory
aural and visual
describe how the following gender differences affect voice and speech:
body shape
size
muscular construction
describe how food choices affect the wellbeing of performers.
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
performance opportunities
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.