Assessor Resource

CUSMPF410A
Perform music from written notation

Assessment tool

Version 1.0
Issue Date: May 2024


Instrumentalists and vocalists who are extending their ability to perform notated music apply the skills and knowledge described in this unit. Through practice and performance they develop expertise in interpreting notated music conventions and using music-reading skills in ways that suit different performance contexts.

This unit builds on the skills covered in:

CUSMPF204A Play music from simple written notation.

This unit describes the performance outcomes, skills and knowledge required to perform music from written notation.

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 from written notation on at least three occasions

adhere to the conventions of the selected music

practise music-reading skills on a regular basis.

Context of and specific resources for assessment

Assessment must ensure:

access to a selection of notated music for investigation and performance

access to appropriate instruments, equipment and performance 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:

direct observation or video recording of the candidate performing music from written notation

authenticated audio recordings of the candidate playing music from written notation

third-party reports from formal practical music examinations

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

case studies as a basis for discussion of issues and challenges that arise in the context of performing music from written notation.

Guidance information for assessment

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

CUSMPF302A Prepare for performances

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.

Required skills

communication and literacy skills sufficient to:

read notated music

work cooperatively with other performers and music personnel

initiative, enterprise and creativity in the context of:

interpreting music structures and elements to enhance musical outcomes in performance

interpreting creative work from written notation

appropriately interpreting expression and stylistic conventions from written music

recovering errors with minimal disruption to performance

problem-solving skills sufficient to:

troubleshoot music-reading problems

plan work tasks in a logical sequence

planning and organisational skills sufficient to:

implement a private music practice strategy

set work and practice goals

self-management skills sufficient to:

prepare self for performance

work to personal goals

seek expert assistance when problems arise

manage private music practice sessions

learning skills sufficient to improve music-reading skills through practice

technical skills sufficient to:

perform music accurately from written notation in chosen area of specialisation

interpret chords, scales, melodies, forms, textures or other conventions found within music notation

analyse scales, chord sequences and music systems, rhythms, time signatures and beat patterns of musical organisation relevant to specialisation

apply knowledge of musical forms in area of specialisation to written music

Required knowledge

sound knowledge of:

range of genres and styles and their musical forms and conventions in written notation

musical protocols and customs for reading written music in selected area of specialisation

repertoire relevant to chosen musical specialisation

technical requirements of relevant instruments for accurate and appropriate performance in selected area of specialisation

issues and challenges that arise in the context of performing music from written notation

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.

Appropriate personnel may be:

teachers

mentors

musicians

bandleaders

music conductors

choir leaders.

Repertoire may be:

classical

jazz

popular music

church

folk

world.

Rhythmic, melodic and harmonic structures may be:

key signatures

basic harmonic and melodic structures

grouping of simple rhythmic structures

time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2

note pitch

note duration

accidentals

chords, where appropriate.

Form and music structures may be:

bar lines

repeats

sign

coda

ties

rests

phrases

ornaments

popular music forms

jazz forms

classical forms.

Dynamics and expression marks may be:

tempo

volume

accents

phrasing

articulation

special effects.

Stylistic conventions may be:

tuning systems

interpretation of music devices

approaches to performance conventions within the selected style.

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 with appropriate personnel the selection of suitable repertoire for practice and performance 
Practise music with accurate interpretation of rhythmic, melodic and harmonic structures 
Adhere to the required conventions of form and music structures 
Consider interpretation of dynamics and expression marks 
Practise accuracy of intonation 
Seek guidance from appropriate personnel and adjust techniques as required 
Perform melodic and rhythmic structures of music accurately 
Perform harmonic structures where required 
Demonstrate appropriate stylistic conventions 
Apply suitable tuning for selected music 
Adjust and adapt own performance in the context of a group performance as required 
Recover errors in performance as quickly and effectively as possible 
Identify personal strengths and weaknesses as a means of recognising practice goals 
Explore suitable repertoire for further development 
In collaboration with appropriate personnel agree on a suitable repertoire for further development of music-reading skills 

Forms

Assessment Cover Sheet

CUSMPF410A - Perform music from written notation
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

CUSMPF410A - Perform music from written notation

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: