- CUSMPF102A - Develop ensemble skills to perform simple musical parts
Assessor Resource
CUSMPF102A
Develop ensemble skills to perform simple musical parts
Assessment tool
Version 1.0
Issue Date: March 2024
People with little or no musical experience apply the skills and knowledge outlined in this unit. Typically they would be performing in community workshops, one-off or short programmes of musical instruction, and in remote communities.
This unit describes the performance outcomes, skills and knowledge required to follow a musical director and musical instructions to perform simple musical parts in an ensemble situation.
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
People with little or no musical experience apply the skills and knowledge outlined in this unit. Typically they would be performing in community workshops, one-off or short programmes of musical instruction, and in remote communities.
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: follow ensemble protocol follow musical instruction. |
Context of and specific resources for assessment | Assessment must ensure: access to appropriate repertoire, instrumentation and sheet/recorded music access to an appropriate performance space use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
Method of assessment | The following assessment methods are appropriate for this unit: direct observation of the candidate performing simple musical parts in an ensemble situation video or audio recordings of candidate's performance or practice sessions written or oral questioning to assess knowledge of ensemble protocol. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF101A Develop skills to play or sing music. |
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.
Required skills |
communication, teamwork and organisational skills sufficient to: interpret music at a basic level for performance practice respond appropriately to constructive feedback on own performance plan own practice time self-management and learning skills sufficient to: follow ensemble protocol and musical instruction improve performance skills through practice and rehearsal technical skills sufficient to: perform simple pieces on chosen instrument as part of an ensemble tune instrument to achieve intonation |
Required knowledge |
basic understanding of music structures, styles and forms basic understanding of OHS procedures in relation to performing in a range of environments |
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. | |
Equipment may include: | chairs electronic tuners music stands PA system and microphones percussion instruments stringed instruments wind instruments. |
Relevant personnel may include: | musical director performer mentor teacher coach tutor conductor sound engineer. |
Warm up may include: | chords physical stretching scales vocal scales. |
Cues may include: | notation in music score body movement musical verbal or written. |
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 |
---|---|---|---|
Set up equipment, tune instrument and confirm requirements with relevant personnel | |||
Set instrument to appropriate volume as directed | |||
Sit or stand and warm up for performance as directed | |||
Perform notated or memorised musical part at appropriate volume | |||
Take cues from relevant personnel to start and end musical part | |||
Take cues as required for entry and exit points of musical part | |||
Seek feedback on own performance from relevant personnel | |||
Consider and note aspects of own performance that could be improved | |||
Respond positively to constructive feedback from others on own performance and take action to improve as required |
Forms
Assessment Cover Sheet
CUSMPF102A - Develop ensemble skills to perform simple musical parts
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
CUSMPF102A - Develop ensemble skills to perform simple musical parts
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: