Assessor Resource

CUSMPF302A
Prepare for performances

Assessment tool

Version 1.0
Issue Date: May 2024


Musicians and vocalists apply the skills and knowledge outlined in this unit. Effective preparation involves not only practising the pieces to be performed, but applying strategies to overcome performance anxiety and ensuring due regard for personal health and safety considerations.

This unit describes the performance outcomes, skills and knowledge required to use practice time to prepare for performances.

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

Not applicable



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:

use personal practice time to reach the standard required for performances

respond positively to constructive feedback on own performance

take account of personal health and safety considerations during practice sessions

communicate effectively with others involved in practice sessions or rehearsals.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

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:

direct observation of candidate in practice sessions or rehearsals

testimonial from individual tutors

video or audio recordings of candidate in practice sessions or rehearsals

written or oral questioning to assess knowledge as listed in the required knowledge section of this unit

case studies and scenarios as a basis for discussion of issues associated with preparing for performances, including personal health and safety considerations.

Guidance information for assessment

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

CUSMPF301A Develop technical skills in performance

CUSMPF303A Contribute to backup accompaniment

CUSMPF304A Make a music demo

CUSMPF401A Rehearse music for group performances

CUSMPF404A Perform music as part of a group

CUSMPF406A Perform music as a soloist.

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.

broad understanding of:

repertoire relevant to the selected instrument

musical terminology

acoustic principles relevant to selected instrument or voice

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

performance and instrumental protocol and customs in selected musical style and repertoire

impact of different performance environments on musical outcomes

chosen genres and their musical forms and conventions in performance

chord and melodic formulae in area of specialisation

issues and challenges that arise in the context of preparing for performances

OHS practices, procedures and standards as they apply to using musical instruments and 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.

Performance requirements may include:

time

venue

length of performance

rehearsals

private practice time

content

ensemble pieces

solos

dress standards.

Appropriate personnel may include:

client

musical director

producer

performer

mentor

teacher

coach

tutor

conductor

agent

medical personnel

psychologist.

Resources may include:

instruments

instrumental accessories:

reeds

strings

plectrums

mouth pieces

sticks, mallets, brushes and beaters

stands

pedals

microphones

amplifiers

samplers

mixers

enhancers

sheet music

music scores

music stands.

Strategies to overcome performance anxiety may include:

focussing on a single element or action at a time

relaxation techniques, such as:

meditation

imagery/conscious visualisation

affirmations

stretching

deep breathing

light aerobic exercises

focussing on patterns rather than individual notes

warm-up routines.

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 performance requirements with appropriate personnel 
Confirm own role and level of responsibility in relation to performances 
Obtain required resources in a timely fashion and in line with level of responsibility 
Maintain personal practice to achieve the required standard for rehearsals and performance 
Develop technical facility and address performance issues and weaknesses during private practice sessions 
In consultation with appropriate personnel, develop interpretation of music to be performed 
Participate in rehearsals as required and adjust performance techniques in response to feedback from others 
Listen critically to own performance and the performance of others to inform own work 
Respond to other players and adjust own performance in ensemble as required 
Establish practice routines to ensure correct posture and movement to minimise strain on the body 
Ensure that practice sessions are of a suitable length to avoid fatigue and mental or physical stress 
Perform warm-up exercises as part of practice routines 
Apply principles of OHS in physical stance and posture during practice sessions and performance 
Plan and take reasonable breaks for refreshment and relaxation 
Assess and monitor body to realise its own potential and limitations and to maximise performance 
Avoid danger of injury both to self and others through controlled use of body to maximise performance 
Note possible stresses and strains of activity on specific parts of the body and take suitable preventative measures to minimise them 
Where damage is done or suspected, seek advice promptly from appropriate sources and take recommended remedial action 
In consultation with appropriate personnel, identify the symptoms and likely causes of performance anxiety 
Identify and implement a range of strategies to overcome performance anxiety to suit own needs and circumstances 
Evaluate the effectiveness of strategies used to overcome performance anxiety and modify those strategies as required 

Forms

Assessment Cover Sheet

CUSMPF302A - Prepare for performances
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

CUSMPF302A - Prepare for performances

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: