Assessor Resource

CUSMPF508A
Provide musical leadership in performance

Assessment tool

Version 1.0
Issue Date: May 2024


Performers and musical directors apply the skills and knowledge described in this unit. Typically they are responsible for leading a group in ensemble or other musical performance. More complex skills associated with conducting are covered in:

CUSMPF606A Conduct musical performances.

This unit describes the performance outcomes, skills and knowledge required to lead a group in ensemble or other musical performance. This leadership role includes being responsible for motivating others to give their best in performance. This involves applying a range of musicianship skills, such as stagecraft; understanding the performance capabilities of instruments; and providing solutions to performance problems that arise during rehearsals and performances.

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:

provide musical leadership in rehearsal and performance on at least three occasions

apply high levels of music literacy and repertoire knowledge

continuously improve performances through ongoing evaluation

motivate others involved in performances to achieve their best.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

access to scores, charts or other written music resources

access to participants, such as performers and technical crew

access to appropriate performance venues with adequate space and acoustic qualities

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 of musical performances led by the candidate

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

authenticated musical recordings where the candidate provided musical leadership

case studies and scenarios as a basis for discussion about issues and challenges that arise in the context of providing musical leadership in performances.

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

CUSMLT501A Refine aural-perception skills

CUSMPF402A Develop and maintain stagecraft skills

CUSMPF410A Perform music from written notation

CUSMPF501A Prepare a program for performance.

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:

provide musical leadership to performers and instrumentalists during rehearsals and performances

work creatively with individual differences

work constructively with group dynamics

identify and deal positively and constructively with conflict

initiative, enterprise and creativity in the context of:

matching repertoire to target audience

demonstrating originality and innovative approaches to the performance and interpretation of music for self and others in area of specialisation

extending musical boundaries for self and audience in area of specialisation

phrasing and shaping music appropriately in area of specialisation

understanding and expressing appropriate musical nuance in area of specialisation

leading musical performances appropriately for the context of venues, sound forces and perceived audience taste in area of specialisation

engaging audiences through appropriate use of stagecraft skills

listening skills sufficient to:

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

understand appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound for self and others in area of specialisation

listen critically to the creative work of others to inform own work and the work of others in area of specialisation

listen critically to and adjust own creative work to achieve the required sound for self and others in area of specialisation

planning and organisational skills sufficient to:

clarify roles

work within established timeframes to achieve planned outcomes

match work commitments to best career outcomes

plan practice to improve own technical facility in performance, and directing music in area of specialisation

demonstrate punctuality in all work commitments

use time-management strategies to set priorities

learning and self-management skills sufficient to:

locate and use resources to advance own artistic and career development in area of specialisation

evaluate and adjust career directions and plans realistically to advance in area of specialisation

evaluate, adjust and develop own work in line with planned career directions

discern and listen to the advice of colleagues, experts and audience groups to adjust work in line with career direction

observe cultural protocols appropriate to the genre or area of specialisation

use appropriate posture, dress and other performance protocols in area of specialisation

apply OHS principles wherever relevant to work practice

technical skills sufficient to:

use equipment and instruments in area of specialisation

use technology to improve efficiency and musical outcomes for self and others in area of specialisation

investigate technology to enhance artistic or commercial outcomes in area of specialisation

Required knowledge

music knowledge in area of specialisation, including:

setting down music for performance or interpreting music in performance

improvisation conventions

sight reading from charts or musical notation

appropriate repertoire

musical terminology

musical genres and styles

solo and group performance protocols

composition process

issues and challenges that typically arise in the context of providing musical leadership in performance

techniques for moving the body and breathing to enhance musical performance of self and others

OHS requirements and procedures in relation to performing

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.

Technical skills in area of specialisation may include:

physical mastery of instruments and musical materials

facility with techniques to control and enhance music making

proficiency to produce appropriate instrumental/vocal performance style and standard

musical elements and compositional techniques appropriate to style of music making

taking into account technical requirements of specific instruments.

Leadership requirements may include:

practising performance, composition and musical directing and conducting

communicating with peers using physical and electronic means

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

participating in groups or associations relevant to area of specialisation

being involved in a range of music-making activities relevant to area of specialisation

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

Requirements may include:

goals, values, objectives, processes and appropriate practices

ethical standards of industry, employer, agent, client or audience

current Copyright Act and amendments

licensing laws

time management

contingency planning

problem solving.

Listening may include:

listening to adjust the sound in solo or group performance

aural imagination to identify and develop interpretive options

pattern and sequence recognition and memory

recognising music systems and practices relevant to area of specialisation

chords and keys in tonal or other musical systems in area of specialisation

reproducing sequences from memory in area of specialisation

instrument tuning in area of specialisation.

Repertoire may include:

pieces appropriate to the selected instrument in area of specialisation

solo pieces in area of specialisation

ensemble pieces in area of specialisation

improvised pieces in area of specialisation.

Stagecraft skills may include:

interaction with audiences and performers

grooming

observing stage etiquette

stage make-up

energy

movement

acting

maintaining fitness

observing OHS requirements

facial expressions

way of holding instruments or equipment, such as microphones

effective use of performance space and props.

Relevant personnel may include:

producer

sound engineer

performer

stage manager

music critic

mentor

composer

musical director

sound designer

production manager

manager

client.

Professional development opportunities may include:

mentoring

coaching

structured or formal training

listening to and evaluating the work of others

conferences.

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
Adapt acquired techniques and technical skills to the context of the chosen style or playing environment to achieve best outcomes for self and others 
Establish and undertake regular practice regimes to ensure that technique and skills are maintained and further developed to meet leadership requirements 
Develop and extend skills and techniques as required in a range of different working contexts and their requirements 
Develop intellectual and emotional response to, and understanding of, music through exposure to a wide range of stimuli 
Focus listening skills in all musical experiences to enable analysis of content and musical intent to enhance musical outcomes for self and others 
Develop aural memory and exercise consistently in all musical experiences 
Analyse a diverse range of works to develop broad and specialised repertoire knowledge for self and others 
Adapt, combine and integrate techniques, disciplines and skills flexibly to enable the appropriate physical expression of concepts 
Focus and clearly project interpretive response to relevant performers 
Demonstrate spatial awareness in a range of playing areas and give directions creatively and effectively to achieve best performance outcomes for self and others 
Develop stagecraft skills by evaluating and using the physical components of performance effectively for self and others 
Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of performances 
Document the outcome of debriefing sessions according to enterprise procedures 
Reflect on own performance and note areas for improvement 
Respond appropriately to audience and peer feedback on performances 
In consultation with relevant personnel, identify professional development opportunities 
Participate in professional development activities to improve work performance and ensure currency of industry knowledge 
Use industry affiliations and strategic alliances to support and maintain professional practice 
Seek and apply constructive criticism from others to improve own technical and conceptual skills 

Forms

Assessment Cover Sheet

CUSMPF508A - Provide musical leadership in 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

CUSMPF508A - Provide musical leadership in 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: