Assessor Resource

CUSMPF503A
Perform accompaniment

Assessment tool

Version 1.0
Issue Date: May 2024


Solo accompanists apply the skills and knowledge outlined in this unit. Piano is the primary instrument for accompaniment, but other instruments can be used depending on the nature of a performance.

This unit describes the performance outcomes, skills and knowledge required to perform for audiences as an accompanist. High-level technical skills are required to ensure that the accompaniment matches and complements the performance of solo performers or groups, such as choirs. The ability to collaborate with and support performers during performances is essential.

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 an accompanist 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 accompany performers 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 accompaniments

written or oral questioning on performance strategies as an accompanist

discussion of planning for performances

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 involved in being an accompanist.

Guidance information for assessment

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

CUSIND501A Apply music knowledge and artistic judgement

CUSMPF401A Rehearse music for group performances

CUSMPF410A Perform music from written notation

CUSMPF501A Prepare a program for performance

CUSMPF506A Develop technical skills and expand repertoire.

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 to achieve planned outcomes

work with performers to achieve best performance outcomes

listening skills in the context of:

demonstrating empathy with performers

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

responding to other players and adjusting own performance in ensemble

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:

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 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

initiative, enterprise and creativity in the context of:

supporting performers to deal with contingencies during performances

phrasing and shaping music appropriately

understanding and expressing appropriate musical nuance

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 an accompanist

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.

Appropriate personnel may include:

artists and performers

directors

composers

conductors

bandleaders

producers

promoters

mentors.

Strategies to overcome the effects of performance anxiety may include:

focussing on a single element or action at a time

relaxation techniques, such as:

meditation

deep breathing

focussing on patterns rather than individual notes

warm-up routines.

Music knowledge may include:

repertoire

instrument knowledge

findings from music analyses and research

musical forms, systems, practices and customs

music notation

interpretation of directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

accompaniment protocols

rehearsal and performance protocols

chord and melodic formulae.

Technical demands may involve:

techniques to control and enhance performance

musical elements and techniques appropriate to style of music making

technical requirements for ensemble partners

technical requirements of relevant instruments.

Listening may include:

tuning instrument

accurate intonation and stylistic nuance in performance

performance collaboration

needs of performers for support

pattern and sequence recognition and memory

recognising music systems and practices

chords and keys in tonal or other musical systems

reproducing sequences from memory.

Strategies for improving own accompaniment skills may include:

working with an appropriate tutor and/or coach

private practice

using opportunities to practise as an accompanist with principle performers in selected area of specialisation

participating in relevant groups or associations in selected area of specialisation

participating in professional development and other learning opportunities

attending master classes

attending performances

contributing to and participating in festivals and conferences relevant to area of specialisation

being involved in a range of music accompaniment activities in selected area of specialisation

studying performance techniques in 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
Discuss and confirm artistic vision and expected performance outcomes with appropriate personnel 
Confirm own status and contribution within the overall concept, ensuring that own artistic and professional integrity are maintained 
Ensure that accompaniment is within own technical and artistic level of ability 
Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins 
Take direction from and maintain support for the principal artists in rehearsals 
Develop and use strategies to overcome the effects of performance anxiety 
Ensure that musical content is appropriate to the instrument, context and standard of performers 
In collaboration with appropriate personnel, apply music knowledge to adapt music for the content and context of the performance 
Ensure that accompaniment underpins and enhances the performance 
Emphasise elements of the music appropriately for the performance 
Maintain energy levels, concentration and focus throughout the performance 
Ensure that practice and performance sessions allow for reasonable rest breaks appropriate to the performance context 
Ensure that rehearsal and performance conditions are safe and ergonomically adequate for correct posture 
Continuously monitor and adjust to the needs of the performers' own performance 
Ensure that accompaniment complements the inherent qualities of performers and follows the overall performance 
Respond in a sensitive and informed way to the technical demands of the performance 
Ensure that accompaniment gives clear and accurate guidance to performers as required and is capable of being reproduced exactly 
Listen and adjust volume of playing to the needs of performers and context of activity throughout the performance 
Maintain balance consistently between performers and accompaniment 
Respond sensitively to performers' emotional state 
Respond sensitively to performers' artistic requirements to ensure planned performance outcomes are achieved 
Adapt accompaniment to particular methods and styles of performers as required to achieve agreed performance outcomes 
Ensure that conduct and appearance are appropriate to the performance context 
Take and give cues reliably, promptly, accurately and sensitively 
Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way 
Evaluate own performance as accompanist and note areas for future improvement 
Seek feedback on own performance from appropriate personnel and incorporate suggestions into overall strategies for improving own accompaniment skills 

Forms

Assessment Cover Sheet

CUSMPF503A - Perform 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:

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Date:

Assessment Record Sheet

CUSMPF503A - Perform 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: