Assessor Resource

CUSMPF501A
Prepare a program for performance

Assessment tool

Version 1.0
Issue Date: May 2024


Instrumentalists and vocalists apply the skills and knowledge outlined in this unit. They could be responding to a brief from a client for a particular style of performance at an event or they may have responsibility within a company or ensemble for preparing programs.

This unit describes the performance outcomes, skills and knowledge required to plan and prepare a program for performance. Extensive repertoire knowledge is required, as well as organisational skills to ensure that all arrangements are in place for performances and sufficient time is allocated to practice and rehearsals.

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:

prepare a program for performance in response to specific requirements

achieve the required level of performance skills prior to performance

collaborate effectively with others involved in the performance.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

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:

discussion of planning a program for performance

evaluation of draft and final programs prepared by the candidate

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 planning and preparing a program for performance.

Guidance information for assessment

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

CUSMPF401A Rehearse music for group performances

CUSMPF502A Incorporate interactive technology into performance

CUSMPF506A Develop technical skills and expand repertoire

CUSMPF507A Present live audition programs.

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 rehearsals and performances

discuss program requirements in a collaborative manner

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

extending repertoire knowledge

self-management and planning skills sufficient to:

plan performance program and practice time prior to performances

allow sufficient time for warm-up prior to performances

demonstrate reliability in all agreed work commitments

initiative, enterprise and creativity in the context of:

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

acoustic principles relevant to selected instrument and area of specialisation

music vocabulary and terminology

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

repertoire relevant to the selected instrument and area of specialisation

rehearsal and performance protocols

issues and challenges that arise in the context of preparing a program for performance

OHS principles relevant to particular performance contexts, such as:

legislation

policies and best practice

hearing protection

protection of body against overuse injury

safe lifting practices

performance anxiety

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.

Requirements may include:

time

venue

length of performance

content:

repertoire

contrasts within the program material

particular stylistic requirements

performance breaks

duration requirements for each piece presented

number of pieces to be prepared

ensemble size

resources:

instruments

instrumental accessories

sound equipment

microphones

sheet music

music scores

music stands

accompaniment

movement and dress standards.

Appropriate personnel may include:

musical director

producer

performer

mentor

teacher

coach

tutor

conductor

agent.

Purpose of the performance may be for:

general public

entertainment

concert

dance

corporate purposes

cultural purposes

marketing and promotion

a specific age group

educational purposes

schools or other institutions

special communities

special occasions

public and/or religious ceremonies

auditions

audio or video recordings.

Listening may include:

responding creatively and sensitively to other performers in ensemble performance

tuning instrument

pattern and sequence recognition and memory

reproducing sequences from memory

distinguishing stylistic features

instrumental and vocal sound production

aural imagination to develop repertoire and musical material

recognising music systems and practices.

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 performance requirements in consultation with appropriate personnel 
Apply comprehensive repertoire knowledge to select items that provide a balanced program suited to the purpose of the performance 
Select items that are appropriate to performers' level of artistic and technical ability and personal style 
Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated 
Discuss draft program with appropriate personnel, incorporate feedback as required and obtain final sign-off on program for performance 
Confirm nature and extent of own contribution to the performance 
Obtain required resources in line with allocated budget 
Maintain contact with the venue to ensure mutual understanding of each other's requirements 
Ensure that where required, promotional material communicates the desired impression, and is accurate, current and well-presented 
Make all arrangements in good time and as efficiently as constraints allow 
Isolate technically difficult sections of the music and practise systematically, both privately and in rehearsal, to obtain the required standard prior to performance 
Acquire the required level of familiarity with material prior to performance 
Analyse the music to understand its scope, possibilities and underlying intention 
Explore a variety of possible interpretations and develop the one most suited to the music and performance context 
Refine and develop interpretation in ensemble, where required, through affinity in rehearsal with other performers 
Listen critically to own and others' performance and adjust playing to achieve the required sound 
Develop interpretation that is capable of expression within the constraints of own technical ability 
Demonstrate awareness of the performing space and the audience in interpreting and performing the music 
Practise techniques for sustaining expressive communication with an audience 
Seek feedback on own performance from appropriate personnel and adjust practice sessions accordingly 

Forms

Assessment Cover Sheet

CUSMPF501A - Prepare a program for 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

CUSMPF501A - Prepare a program for 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: