Assessor Resource

CUSMPF606A
Conduct musical performances

Assessment tool

Version 1.0
Issue Date: May 2024


Orchestral, chamber ensemble and musical theatre conductors apply the skills and knowledge described in this unit. They are responsible for communicating the overall style and intent of works they conduct to performers and to audiences.

This unit describes the performance outcomes, skills and knowledge required to conduct musical performances.

In this unit high-level musical skills are required, along with a sound knowledge of the range and capability of instruments being used in performances. Strong interpersonal communication skills are essential, as is the ability to read and sometimes memorise orchestral and vocal scores.

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:

conduct at least three musical performances

provide musical leadership

express musical vision through a range of musical forces

motivate performers 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 toensemble performers

access to performance venuesand audiences

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 candidate conducting musical performances

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

authenticated recordings of music performances where the candidate was the conductor

case studies and scenarios as a basis for discussion aboutissues and challenges that arise in the context ofconducting musical 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

CUSMPF607A Lead music rehearsals.


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 and creative direction to performers and instrumentalists during live performances

work collaboratively with a wide range of people

work creatively with individual differences

work constructively with group dynamics

observe cultural protocols appropriate to the genre or area of specialisation

identify and deal positively and constructively with conflict

initiative, enterprise and creativity in the context of:

demonstrating originality and innovative approaches to the performance andinterpretation of music for self and others

extending musical boundaries for self and audience

phrasing and shaping music appropriately

understanding and expressing appropriate musical nuance

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

listening skills sufficient to:

recognise intervals, chords, scales and chord progressions

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

listen critically to the creative workof others to inform own work and the work of others

listen critically to and adjust own creative workto achieve the required sound for self and others

listen critically to continuously evaluate and adjust the performance of musical works

planning and organisational skills sufficient to:

work within timeframes to achieve planned outcomes

demonstrate punctuality in all work commitments

use time-management strategies to set priorities

learning and self-management skills in the context of:

evaluating, adjusting and developing own work in line with planned career directions and artistic aspirations

discerning and listening to the advice of appropriate colleagues, experts and audience groups to adjust work in line with career direction

using appropriate posture, dress and other performance protocols

observing OHS requirements

technical skills in the context of reading musical scores

Required knowledge

music knowledge in area of specialisation, including:

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

capability and features of a range of musical instruments

composition process

issues and challenges that typically arise in the context of conducting musical performances

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.

Equipment, instruments and accessories may include:

voice and other acoustic and electronic musical instruments

baton

scores

strings

reeds

mouth pieces

sticks, mallets, brushes and beaters

tuners, tuning forks and electronic tuners

electronic equipment

audio and video recordings

sound reinforcement equipment, such as:

microphones

amplifiers

mixers

cabling

lighting and lighting equipment

special effects devices.

Listening skills may include:

tuning instrument

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

chords and keys in tonal or other musical systems

reproducing sequences from memory

listening for balance in the overall sound.

Understanding the score may include:

cadence

colour

giving effective cues for entries

heat dynamics

phrasing

structure

tempo

tone.

Music knowledge may include:

repertoire

instrument knowledge

music analyses and research

marking up music rooms

musical forms, systems, practices and customs

using written music notation to read and write music, such as:

acoustic and electronic scores

sheet music

chord charts

interpretation and/or writing of directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

sight reading

improvisation

shaping the performance of others.

Technical skills may include:

characteristics of instruments

facility with techniques to control and enhance music making

taking into account technical requirements of specific instruments.

Relevant personnel may include:

producer

sound engineer

performer

stage manager

music critic

mentor

composer

musical director

sound designer

production manager

manager

promoter

client.

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
Arrive punctually and check that equipment, instruments and accessories are at hand 
Foster group cohesion by communicating calmly and supportively with performers during warm-up 
Communicate last minute contingency measures calmly where required and anticipate consequences 
Ensure that warm-up is appropriately brief and balanced, with minimal revision, to assist self and performers to prepare for the performance psychologically, physically and artistically 
Where possible ensure that the warm-up venue is conducive to a positive outcome 
Apply listening skills to ensure that individual and collective tuning of instruments is accurate 
Dress appropriately for the performance occasion 
Acknowledge the concertmaster according to stage protocol 
On arrival at the podium acknowledge the audience with a bow 
Observe performers to ascertain and expedite performance readiness 
Observe audience for performance readiness and delay performance for a reasonable time as required 
Acknowledge performers at the conclusion of performances or at other appropriate times 
Acknowledge final applause with a bow or other appropriate response 
Make personal preparation and understanding of the score evident during performances 
Communicate musical leadership clearly to performers through demeanour and body language 
Maintain the engagement of all performers and direct energy to achieve performance excellence 
Ensure that overall acoustic balance of instrumental and/or electronic forces is consistent and appropriate 
Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence 
Monitor the body language of performers and ensemble members as a measure of their confidence in the conductor/director 
Respond quickly and effectively to performance variations and minimise the consequent effect of any disruption 
Maintain balance between the aspirations of different performers and their functions within the overall work 
Establish effective contact with audiences in line with performance context 
Control behaviour from the moment of entry to final exit in line with performance context 
Direct verbal communication to audience audibly as required to contribute to their overall understanding of works 
Achieve and sustain audience engagement throughout performances 
Maintain responses to audiences in an alert, sensitive and courteous manner 
In consultation with relevant personnel, evaluate performances against planned outcomes 
Assess own performance for its success in achieving the potential of musical works and performers 
Measure performance against previous performances to assess own development 
Assess performances for potential contribution they may make to future work 
Identify aspects of own performance that could be improved 
Respond to feedback constructively and apply to future work as appropriate 

Forms

Assessment Cover Sheet

CUSMPF606A - Conduct musical performances
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

CUSMPF606A - Conduct musical performances

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: