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Follow the links below to find material targeted to the unit's elements, performance criteria, required skills and knowledge

Elements and Performance Criteria

  1. Plan audition program
  2. Prepare for audition
  3. Present audition
  4. Follow up audition

Required Skills

Required skills

communication teamwork and organisational skills sufficient to

respond appropriately to constructive feedback on own performance

respond appropriately to directions during auditions

present confidently in an audition situation

selfmanagement and planning skills sufficient to

plan audition program and practice time

identify areas of weakness and plan practice accordingly

maintain an appropriate standard of personal presentation in an audition context

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

responding appropriately to the unexpected in an audition situation

learning skills in the context of improving music performance skills and expression through practice

technical and problemsolving skills sufficient to

use a range of instrumental techniques in selected area of specialisation

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

music vocabulary and terminology

instrument parts applications range capabilities care and maintenance

repertoire relevant to the selected instrument and area of specialisation

performance and audition protocols

issues and challenges that arise in the context of presenting a live audition program

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

prepare an audition program that meets the requirements of an auditioning body

perform proficiently for an audition on at least two occasions either real or simulated

listen effectively to adjust intonation and nuance in performance

apply interpretation and expression skills

communicate effectively with others involved in the audition

Context of and specific resources for assessment

Assessment must ensure

access to relevant instruments and equipment

opportunities for auditions in either a real or simulated situation

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 candidate presenting a live audition program

written or oral questioning on performance strategies

discussion of planning for an audition

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 preparing for and presenting a live audition program

Guidance information for assessment

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

CUSMPFA Rehearse music for group performances

CUSMPF401A Rehearse music for group performances

CUSMPFA Perform music as a soloist

CUSMPF406A Perform music as a soloist

CUSMPFA Prepare a program for performance

CUSMPF501A Prepare a program for performance

CUSMPFA Develop technical skills and expand repertoire

CUSMPF506A Develop technical skills and expand repertoire.


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.

Requirements may include:

purpose

time

venue

length of the audition

content:

repertoire

contrasts within the program material

particular stylistic requirements

performance breaks

duration requirements for each piece presented

number of pieces to be prepared

whether auditioners will choose from a presented list, or hear all pieces or parts of pieces

ensemble size

accompaniment

movement and dress standards.

Appropriate personnel may include:

representative of the auditioning body

musical director

performer

mentor

teacher

coach

tutor

conductor

agent.

Portfolio may include:

biographies

photographic materials

scores

music demos:

audio

video

multimedia

kits.

Statutory requirements may relate to:

copyright

duty of care.

Relaxation techniques may include:

mind to muscle:

meditation

imagery/conscious visualisation

affirmations

stretching

deep breathing

light aerobic exercises.

Resources may include:

instruments

instrumental accessories

sound equipment

microphones

sheet music

music scores

music stands.

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

aural imagination to develop musical material and/or interpretation

pattern and sequence recognition and memory

solo and ensemble protocols.

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.