• 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: