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Elements and Performance Criteria

  1. Use technical control in performing music
  2. Maintain and care for the instrument
  3. Use practice time to develop techniques and expand repertoire
  4. Apply refined skills to perform a wider range of pieces

Required Skills

Required skills

communication teamwork and organisational skills sufficient to

interpret music appropriately for performance practice

respond appropriately to constructive feedback on own performance

selfmanagement and planning skills sufficient to

plan own practice time

set development goals

identify areas of weakness and plan practice accordingly

listening skills sufficient to

monitor and adjust intonation as required

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

use appropriate sound and tone production for instrument or voice

produce a controlled sound with variations in tone as required

apply acoustic principles to own playing

initiative and enterprise skills in the context of

producing sounds in a range of ways appropriate to selected musical style and repertoire

developing an increased awareness of the subtleties and variations of tone colour available on chosen instrument and their use in performance

learning skills in the context of

improving music performance skills and expression through practice

expanding repertoire

technical and problemsolving skills sufficient to

use a range of instrumental techniques on a first or second instrument

tune instrument to achieve intonation

play an extensive range of scales rhythms or chord patterns in selected area of specialisation

produce planned sound consistently across a wide dynamic range

discriminate and adjust pitch to produce the required sound

Required knowledge

acoustic principles relevant to selected instrument and area of specialisation

instrument parts applications range capabilities care and maintenance

repertoire relevant to the selected instrument and area of specialisation

issues and challenges that arise in the context of refining technical skills and expanding repertoire

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

Evidence Required

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

use aural discrimination to monitor and adjust own performance to achieve the required sound

demonstrate fluent performance on the selected instrument in area of specialisation

monitor progress in own skill development

expand repertoire in area of specialisation

respond positively to constructive feedback on own performance

Context of and specific resources for assessment

Assessment must ensure

access to relevant instrument and equipment

access to suitable acoustic space

use of culturally appropriate processes and techniques appropriate to the language and literacy capacity of learners and the work being performed

opportunities to demonstrate improvement in technical skills and expansion of repertoire

Method of assessment

The following assessment methods are appropriate for this unit

observation of practice or performance

written or oral questioning on technical development strategies planning and goals

video andor audio recordings of performances or practice sessions

selfevaluation sheets

samples of work plans for private practice sessions including monitoring of progress against goals

case studies and scenarios as a basis to discuss issues associated with technical skill development and expansion of repertoire

Guidance information for assessment

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

CUSINDA Develop specialist expertise in the music industry

CUSIND401A Develop specialist expertise in the music industry

CUSMLTA Refine auralperception skills

CUSMLT501A Refine aural-perception skills

CUSMPFA Rehearse music for group performances

CUSMPF401A Rehearse music for group performances

CUSMPFA Perform improvisation for audiences

CUSMPF505A Perform improvisation for audiences.

Range Statement

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.

Instruments may be first or second instruments and may include:

acoustic or electronic

voice

stringed

keyboards

wind

tuned and untuned percussion

brass

plucked.

Accessories may include:

reeds

strings

plectrums

mouth pieces

sticks, mallets, brushes and beaters

stands

pedals

microphones

amplifiers

samplers

mixers

enhancers.

Tuning an instrument may involve:

adjusting:

pitch

tone colour

oral tract, including lip pressure and intensity of breath

position of the diaphragm and larynx

sound production

diameter or other instrumental dimensions, such as:

length of strings

tautness of skins

length of tubing or pipes

embouchure

settings of the instrument and relevant accessories

using:

appropriate tuning options

tuning keys or other tuning implements, such as tuning forks and electronic tuners

pitch pipes

electronic pitch or frequency controls

other musicians.

Appropriate personnel may include:

musical director

performer

mentor

teacher

coach

tutor

conductor

sound engineer.

Strategies may include:

working effectively with an appropriate tutor

practising as a performer

participating in relevant groups or associations

participating in professional development and other learning opportunities

attending master classes

attending performances

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

Exercises may be aimed at developing:

ability to play a wide range of scales, triads, arpeggios, chords or rhythms

varied tone colour

bowing techniques to achieve good phrasing and a range of articulation options

embouchure to achieve good tone production across the range and special techniques

fingering patterns to achieve required phrasing, articulation and dynamics

posture appropriate to good sound production and OHS principles

hand and/or foot patterns

plucking and picking patterns

drumming expertise with mallets and beaters

pedalling techniques

microphone techniques.

Techniques may involve:

instrumental/vocal sound production

physical coordination

improvisation

sight reading

playing a range of pieces in different styles in area of specialisation

playing a wide range of rhythms, time signatures and rhythm patterns in area of specialisation

playing a wide range of chords and chord patterns in area of specialisation

using a range of keys, scales and chord sequences

adjusting tone colour through:

instrumental attack

techniques for sound production

a range of accessories

electronic sound enhancers

interaction between the player and the instrument

use of performer's physique

improving aural memory.

Repertoire may include:

solo pieces

ensemble pieces

improvised pieces.

Needs may include:

working on identified technical weaknesses

extending rhythmic accuracy

performing a wide range of techniques appropriate to the style of music

refining physical facility

ensuring skilful control of the instrument across an extensive range of repertoire.