Assessor Resource

CUSMPF301A
Develop technical skills in performance

Assessment tool

Version 1.0
Issue Date: May 2024


Instrumentalists and vocalists apply the skills and knowledge outlined in this unit. In the lead-up to performances they need to develop a regular practice routine which involves tuning and caring for instruments, as well as practising pieces to be performed. At this level, they could be developing skills on either a first or second instrument.

More complex skills associated with the development of technical and specialist skills in performance are covered in:

CUSMPF405A Develop performance techniques

CUSMPF406A Perform music as a soloist.

This unit describes the performance outcomes, skills and knowledge required to build on basic technical skills in a chosen area of music specialisation and to perform simple repertoire.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.



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:

perform at least three pieces in selected area of specialisation

achieve the required sound

learn and practise to improve own performance

respond positively to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments

access to suitable acoustic space

use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

Method of assessment

The following assessment methods are appropriate for this unit:

observation of practice or performance

written or oral questioning on technical development strategies, planning and goals

video and/or audio recordings of performances or practice sessions

self-evaluation sheets

samples of work plans for private practice sessions

simulation of a performance practice session

case studies and scenarios as a basis to discuss technical issues and strategies to deal with them in performance.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUSMLT301A Apply knowledge of genre to music making

CUSMPF303A Contribute to backup accompaniment

CUSMPF305A Develop improvisation skills

CUSMPF401A Rehearse music for group performances.

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 appropriately for performance practice

respond appropriately to constructive feedback on own performance

self-management and planning skills sufficient to plan own practice time and set development goals

listening skills sufficient to:

monitor and adjust intonation as required

recognise intervals, chords, scales and chord progressions in selected area of specialisation

use appropriate sound and tone production for instrument or voice

produce a controlled sound with variations in tone as required

initiative and enterprise skills in the context of:

producing sounds in a range of ways appropriate to selected musical style and repertoire

responding appropriately to the unexpected during performances

learning skills in the context of improving music performance skills and expression through rehearsal

technical and problem-solving skills sufficient to:

use a range of instrumental techniques on either a first or second instrument

tune instrument to achieve intonation

use a variety of rhythms and rhythmic styles relevant to specialisation

Required knowledge

broad understanding of:

industry, repertoire and musical terminology

acoustic principles relevant to selected instrument and area of specialisation

instrument parts, applications, range, capabilities, care and maintenance

OHS practices, procedures and standards as they apply to performance practice

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.

Instruments may be first or second instruments and may include:

acoustic or electronic

brass

stringed

keyboards

wind

percussion

plucked

voice.

Range and scope of instruments may include:

tone colour

articulation

physical attributes and components

control and contrast

sound production

dynamics and volume

pitch, register and tessitura

specific effects available using a range of attacks

other acoustic or electronic effects.

Capability of an instrument may include:

application to a range of music-making activities and outcomes in selected area of specialisation

scope and potential for solo or group performance in selected area of specialisation

adaptability

size of instrument

history in performance and customs of established performance tradition.

Repertoire may include:

movements and/or pieces appropriate to selected instrument

improvisation on specific/harmonic structures in selected area of specialisation

songs and tunes in selected area of specialisation

own original pieces

traditional patterns in selected area of music specialisation.

Accessories may include:

reeds

strings

bows

plectrums

mouth pieces

mutes

sticks, mallets, brushes and beaters

stands

pedals

microphones

amplifiers

samplers

mixers

enhancers, such as pitch and tone modulators.

Tuning an instrument may involve:

adjusting:

pitch

tone colour

oral tract, including lip pressure and intensity of breath

position of the diaphragm and larynx

sound production

diameter or other instrumental dimensions, such as:

length of strings

tautness of skins

length of tubing or pipes

embouchure

settings of the instrument and relevant accessories

using:

appropriate tuning options

tuning keys or other tuning implements, such as tuning forks and electronic tuners

pitch pipes

electronic pitch or frequency controls

other musicians.

Sound colour may involve:

physical elements of an instrument

instrumental attack and articulation

range of accessories

interaction between player and instrument

performer's physique

voice production

sound production

different instrumental combinations.

Developing technical skills may involve:

reproducing pieces from written notation, chord charts or aural memory and imitation

developing physical coordination

playing and/or singing pieces or excerpts

playing and/or singing rhythms and rhythm patterns

playing chords and chord patterns

playing and/or singing melodies

systematic fingering patterns

bowing techniques to achieve good finger action, bowing movements and smooth bow changes

systematic hand and foot patterns

systematic plucking, picking and strumming patterns

vocal and breath exercises to achieve consistent pitch, articulation and breath control

drumming exercises for hands, sticks, mallets, brushes and beaters

working effectively with an instrumental or vocal tutor

personal practice

coaching others

performing with other artists

observing and listening to the performance of others

exercises, such as:

simple major and harmonic scales and arpeggios

pentatonic scales

common modes

simple major and minor triads/chords

rhythm patterns

improvisation within established musical parameters

breath control.

Facility with instrument or voice may involve:

intonation

breathing

embouchure

pedalling

bowing/strokes

fingering

tonguing

tone and articulation

vibrato

phrasing

microphone technique

diction

posture

plucking.

OHS principles may include:

industry practice and legislation

posture

appropriate hearing and volume levels for self and others

electrical hazards

length of performance and practice sessions

preventative practice against overuse injury.

Relevant personnel may include:

musical director

performer

mentor

teacher

coach

tutor

conductor

sound engineer.

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
Develop control of the physical characteristics of instrument or voice and apply to performance 
Extend control over the range and scope of instrument or voice during performance 
Explore capability of instrument and voice in line with repertoire requirements 
Use appropriate methods and cleaning products to care for, move and store instruments and accessories 
Set up and/or warm up the instrument or voice as required 
Tune the instrument appropriately to the required standard and in line with tuning conventions 
Listen to own work carefully to ensure accurate intonation, harmonies, sound colour and rhythm 
Plan and use personal practice time to achieve performance goals 
Plan exercises and use practice sessions to develop technical skills and facility with instrument or voice during performance 
Perform and practise activities in line with OHS principles 
Plan activities and physical exercises to extend own capacity to produce an extensive range of notes, rhythms and chord patterns 
Seek and act on feedback from relevant personnel to guide practice 
Play or sing pieces and/or accompaniments from a range of repertoire 
Perform all work following agreed tempi and musical markings where relevant 
Use appropriate techniques to improve sound control and intonation, and to achieve variation in sound and tone 
Listen to the work of professional musicians to set performance goals and evaluate own performance against those goals 
Act on constructive feedback from relevant personnel on own performance and level of skill development 

Forms

Assessment Cover Sheet

CUSMPF301A - Develop technical skills in performance
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

CUSMPF301A - Develop technical skills in performance

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: