Assessor Resource

CUSMPF303A
Contribute to backup accompaniment

Assessment tool

Version 1.0
Issue Date: May 2024


Members of backup groups apply the skills and knowledge outlined in this unit. In addition to proficiency in their chosen instrument, they need to think on their feet during performances to ensure that their contribution to backup accompaniment complements the performance of soloists and blends with that of other group members. Higher level skills associated with developing repertoire are covered in:

CUSMPF403A Develop repertoire as part of a backup group.

This unit describes the performance outcomes, skills and knowledge required to perform for an audience as part of a backup group. In this performance context well-developed interpersonal communication skills are essential to ensure effective collaboration.

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:

perform proficiently as a member of a backup accompaniment group before an audience on at least three occasions

listen effectively to adjust intonation and nuance in performance

apply interpretation and expression skills

communicate effectively with others involved in performances.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

opportunities to perform backup accompaniment before an audience

appropriate venue with adequate space and acoustic qualities for solo performances

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 or video recordings of the candidate performing backup accompaniments

written or oral questioning on performance strategies as a member of a backup group

discussion of planning for performances

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

case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in contributing to backup accompaniment.

Guidance information for assessment

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

CUSMPF203A Develop ensemble skills for playing or singing music

CUSMPF204A Play music from simple written notation

CUSMPF301A Develop technical skills in performance

CUSMPF302A Prepare for 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 and teamwork skills sufficient to:

interpret music appropriately for performance

use appropriate chords and scales, forms, textures or other elements of musical organisation in performance

work collaboratively with others to achieve required musical outcomes

listening skills sufficient to:

monitor and adjust intonation as required

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

demonstrate appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound

initiative and enterprise skills in the context of collaborating with other backup artists to recover faults in live performances with minimum disruption to the audience's listening experience

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

self-management and planning skills sufficient to:

plan practice time prior to performance to improve technical facility

allow sufficient time for warm-up prior to performances

maintain an appropriate standard of personal presentation

technical and problem-solving skills sufficient to:

use a range of instrumental techniques in selected area of specialisation

use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant to specialisation

perform appropriately for the context of venues, available sound forces and the act

Required knowledge

broad understandingof:

solo or group performance protocols and customs

industry, repertoire and musical terminology

impact of different performance environments on musical outcomes

chosen genres and their musical forms and conventions in performance

chord and melodic formulae in selected area of specialisation

issues and challenges that arise in the context of performing backup accompaniment

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.

Relevant personnel may include:

director

producer

performer

mentor

teacher

coach

tutor

conductor

sound engineer.

Directions may be for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics.

Listening may include:

responding creatively and sensitively to other performers in ensemble performance

tuning instrument

pattern and sequence recognition and memory

recognising music systems and practices

reproducing sequences from memory.

Strategies may include:

working with an appropriate tutor

using opportunities to perform as a backup artist

listening critically to a wide range of live and recorded music, focusing on backup

participating in relevant groups or associations

participating in professional development and other learning opportunities to broaden performance knowledge and experience

attending master classes

attending performances

contributing to and participating in festivals and conferences

being involved in a range of music-making activities

practising performance techniques in a range of styles.

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
Confirm expected performance outcomes with relevant personnel 
Confirm own contribution, ensuring that the part is within own technical and artistic level of performance 
Use personal practice time before combined rehearsal period begins to achieve the required performance standard 
Take direction from and give support to performers during rehearsals 
Seek feedback on own performance from relevant personnel and adjust performance techniques 
Perform own part in line with agreed performance outcomes 
Ensure that own contribution enhances the performance and complements the inherent qualities of performers 
Maintain energy levels, concentration and focus throughout the performance 
Listen critically to own and others' performance and adjust playing to achieve the required sound 
Ensure that own conduct and appearance are appropriate to the performance context 
Adjust volume of playing consistently to the needs of performers and context of performance 
Take and give cues reliably, promptly, accurately and sensitively 
Contribute to maintaining a consistent balance between performers and backing 
Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way 
Evaluate own performance as a backup accompanist and note areas for future improvement 
Seek feedback on own performance from relevant personnel and incorporate suggestions into overall strategies for improving own backup accompaniment skills 

Forms

Assessment Cover Sheet

CUSMPF303A - Contribute to backup accompaniment
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

CUSMPF303A - Contribute to backup accompaniment

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: