Assessor Resource

CUSMPF406A
Perform music as a soloist

Assessment tool

Version 1.0
Issue Date: May 2024


Instrumentalists and vocalists who perform as soloists in all musical genres apply the skills and knowledge described in this unit.

This unit describes the performance outcomes, skills and knowledge required to perform for audiences as a soloist. In addition to technical and musicianship skills, soloists need the confidence and self-assurance to perform live before an audience for short or long intervals. Well-developed stagecraft skills and an ability to engage audiences play a key role in successful solo performances.

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 proficiently as a soloist 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 for solo performances before an audience

access to 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 solo performances by the candidate

written or oral questioning on performance strategies

discussion of planning for a solo performance

relevant samples of artistic work with candidate's evaluation

authenticated details of relevant courses or training sessions

authenticated details of relevant artistic and/or commercial achievements

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 in solo performance.

Guidance information for assessment

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

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 performances

collaborate effectively with other artists and technical personnel involved in performances

work with accompanists to achieve best performance outcomes

listening skills in the context of:

listening critically to and adjusting own performance to achieve the required sound

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

responding to other players and adjusting own performance accordingly

technical and problem-solving skills sufficient to:

use a range of instrumental techniques in selected area of specialisation

tune instrument to achieve intonation

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

use a variety of scales, chord sequences and music systems in selected area of specialisation

learning skills in the context of:

practising strategically to overcome specific technical, expressive or sound-production problems

using feedback to identify strengths and weaknesses in technique to improve own technical facility

self-management and planning skills sufficient to:

plan practice time prior to performances

allow sufficient time for warm-up prior to performances

initiative, enterprise and creativity in the context of:

extending musical boundaries in performance for self and audience within the performance context

phrasing and shaping music appropriately

understanding and expressing appropriate musical nuance

achieving own individual style of musical expression

performing appropriately for the context of venues, sound forces and perceived audience taste

Required knowledge

music knowledge:

repertoire knowledge in selected area of specialisation

musical terminology, systems, elements and genres

musical styles in selected area of specialisation

group and solo performance protocols and customs

issues and challenges that arise in the context of performing as a soloist

OHS principles as they apply to performing:

relevant legislation

policies and best practice relevant to particular performance contexts

preventative practice against overuse injury and hearing damage

correct posture

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.

Relaxation techniques may include:

mind to muscle:

meditation

imagery/conscious visualisation

affirmations

stretching

deep breathing

light aerobic exercises.

Music knowledge may include:

repertoire

instruments

music analyses and research in selected area of specialisation

musical forms, systems, practices and customs

reading and writing music using written music, sheet music and chord charts

interpretation of directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

solo and ensemble protocols for rehearsals and performances

improvisation in performance using aural cues only

chord and melodic formulae.

Techniques may include:

improvisation

ornamentation

specific methods of instrumental attack

performance customs relevant to the style and context of the music in selected area of specialisation

preparing instruments during performance.

Listening critically may apply to:

tuning instrument

using aural imagination to develop interpretation

pattern and sequence recognition and memory

recognising music systems and practices

chords and keys in tonal or other musical systems

reproducing sequences from memory

adapting own performance to the overall performance of the group.

Strategies may include:

working effectively with an appropriate tutor

practising as a solo performer

participating in relevant groups or associations

participating in professional development and other learning opportunities

attending master classes

attending performances

contributing to and participating in festivals and conferences

being involved in a range of music-making activities as a soloist

studying performance techniques of a range of styles in selected area of specialisation

listening critically to a wide range of live and recorded music.

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
Ensure that music is fully rehearsed to the required performance standard 
Check instrument and other materials required for the performance to ensure their reliability in performance 
Ensure accurate tuning of instrument where relevant 
Warm up for the performance to ensure that sound production is secure from the beginning of the performance 
Use relaxation techniques to overcome performance anxiety as required 
Apply music knowledge to enhance performance outcomes 
Demonstrate imagination and innovation in the musical interpretation to maintain audience focus and attention 
Use appropriate techniques to effectively realise performance style 
Focus expressive skills effectively to engage self, accompanist and audience in the performance 
Respond promptly and effectively to musical and stage studio direction as required 
Listen critically to own and others' performance and continuously adjust own performance to produce the required sound 
Demonstrate appropriate intonation dynamics, phrasing, rhythm and expression to produce the required sound 
Sustain the musical line and/or harmony as required in the style and context of performance 
Where relevant, maintain artistic and technical communication at all times with musical director 
Assess the performance for its success in achieving its potential and incorporate evaluation into future performances 
Measure performance against previous work to assess own technical and artistic development 
Identify and note weaknesses and errors in the performance to improve future performances 
Assess feedback and use for possible adjustment to future work 
Plan strategies for refining solo performance and technical skills based on outcome of evaluations 

Forms

Assessment Cover Sheet

CUSMPF406A - Perform music as a soloist
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

CUSMPF406A - Perform music as a soloist

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: