Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUAMPF101 Mapping and Delivery Guide
Develop skills to play or sing music

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUAMPF101 - Develop skills to play or sing music
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to develop elementary skills in singing or tuning, playing and caring for an instrument. It applies to individuals with little or no musical experience who are embarking on a career in singing or playing a specific musical instrument and need close guidance and supervision.No licensing, legislative or certification requirements apply to this unit at the time of publication
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

relevant instruments and equipment

suitable physical and acoustic environment.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Become familiar with chosen instrument or voice
  • Use appropriate methods and cleaning products to care for, move and store instrument and accessories
  • Identify how the physical characteristics of the instrument or voice, and the performer, affect the sound they produce, in consultation with colleagues or teachers
  • Explore the range, capability and sound characteristics of chosen instrument or voice
  • Listen to live or recorded music featuring the chosen instrument or voice, and discuss with colleagues and/or teacher how sounds and effects are achieved
  • Set goals for own skill development in consultation with relevant people
       
Element: Prepare to play instrument or sing
  • Set up instrument or warm up voice as required
  • Tune instrument with assistance from relevant people as required
  • Experiment with different techniques to adjust the elements of pitch, rhythm, volume and sound colour (including timbre, articulation and production techniques) to produce the required sound during practice sessions
  • Develop listening skills in the process of producing a range of notes, rhythms and/or chords
  • Use correct posture to develop technique and healthy performance habits in line with particular instrument or voice
  • Consult with relevant people to choose simple pieces suitable for own stage of skill development
       
Element: Play or sing simple pieces
  • Use listening skills while playing or singing selected pieces to adjust intonation, use appropriate sound and tone production, and reproduce basic musical patterns.
  • Listen and recognise simple musical elements including melodies, rhythms, and/or chords
  • Seek feedback on own skill development from relevant people, and evaluate progress against personal goals
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Become familiar with chosen instrument or voice

1.1 Use appropriate methods and cleaning products to care for, move and store instrument and accessories

1.2 Identify how the physical characteristics of the instrument or voice, and the performer, affect the sound they produce, in consultation with colleagues or teachers

1.3 Explore the range, capability and sound characteristics of chosen instrument or voice

1.4 Listen to live or recorded music featuring the chosen instrument or voice, and discuss with colleagues and/or teacher how sounds and effects are achieved

1.5 Set goals for own skill development in consultation with relevant people

2. Prepare to play instrument or sing

2.1 Set up instrument or warm up voice as required

2.2 Tune instrument with assistance from relevant people as required

2.3 Experiment with different techniques to adjust the elements of pitch, rhythm, volume and sound colour (including timbre, articulation and production techniques) to produce the required sound during practice sessions

2.4 Develop listening skills in the process of producing a range of notes, rhythms and/or chords

2.5 Use correct posture to develop technique and healthy performance habits in line with particular instrument or voice

2.6 Consult with relevant people to choose simple pieces suitable for own stage of skill development

3. Play or sing simple pieces

3.1 Use listening skills while playing or singing selected pieces to adjust intonation, use appropriate sound and tone production, and reproduce basic musical patterns.

3.2 Listen and recognise simple musical elements including melodies, rhythms, and/or chords

3.3 Seek feedback on own skill development from relevant people, and evaluate progress against personal goals

Evidence of the ability to:

set up instrument or warm up voice as required, ready to play or sing

demonstrate basic physical capacity and coordination required to play or sing simple melodies, chords and rhythm patterns in selected pieces

use listening skills to adjust intonation, sound and tone production in reproducing basic musical patterns

listen and recognise simple musical elements

seek and use feedback from others to improve own playing or singing music.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

outline the following as relevant to selected instrument or voice repertoire:

instrument (or voice) parts, characteristics, techniques, applications, range, capabilities, care and maintenance

basic musical elements including pitch, rhythm, volume and sound colour

healthy posture and performance habits that apply to own instrument or voice.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Become familiar with chosen instrument or voice

1.1 Use appropriate methods and cleaning products to care for, move and store instrument and accessories

1.2 Identify how the physical characteristics of the instrument or voice, and the performer, affect the sound they produce, in consultation with colleagues or teachers

1.3 Explore the range, capability and sound characteristics of chosen instrument or voice

1.4 Listen to live or recorded music featuring the chosen instrument or voice, and discuss with colleagues and/or teacher how sounds and effects are achieved

1.5 Set goals for own skill development in consultation with relevant people

2. Prepare to play instrument or sing

2.1 Set up instrument or warm up voice as required

2.2 Tune instrument with assistance from relevant people as required

2.3 Experiment with different techniques to adjust the elements of pitch, rhythm, volume and sound colour (including timbre, articulation and production techniques) to produce the required sound during practice sessions

2.4 Develop listening skills in the process of producing a range of notes, rhythms and/or chords

2.5 Use correct posture to develop technique and healthy performance habits in line with particular instrument or voice

2.6 Consult with relevant people to choose simple pieces suitable for own stage of skill development

3. Play or sing simple pieces

3.1 Use listening skills while playing or singing selected pieces to adjust intonation, use appropriate sound and tone production, and reproduce basic musical patterns.

3.2 Listen and recognise simple musical elements including melodies, rhythms, and/or chords

3.3 Seek feedback on own skill development from relevant people, and evaluate progress against personal goals

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
Use appropriate methods and cleaning products to care for, move and store instrument and accessories 
Identify how the physical characteristics of the instrument or voice, and the performer, affect the sound they produce, in consultation with colleagues or teachers 
Explore the range, capability and sound characteristics of chosen instrument or voice 
Listen to live or recorded music featuring the chosen instrument or voice, and discuss with colleagues and/or teacher how sounds and effects are achieved 
Set goals for own skill development in consultation with relevant people 
Set up instrument or warm up voice as required 
Tune instrument with assistance from relevant people as required 
Experiment with different techniques to adjust the elements of pitch, rhythm, volume and sound colour (including timbre, articulation and production techniques) to produce the required sound during practice sessions 
Develop listening skills in the process of producing a range of notes, rhythms and/or chords 
Use correct posture to develop technique and healthy performance habits in line with particular instrument or voice 
Consult with relevant people to choose simple pieces suitable for own stage of skill development 
Use listening skills while playing or singing selected pieces to adjust intonation, use appropriate sound and tone production, and reproduce basic musical patterns. 
Listen and recognise simple musical elements including melodies, rhythms, and/or chords 
Seek feedback on own skill development from relevant people, and evaluate progress against personal goals 

Forms

Assessment Cover Sheet

CUAMPF101 - Develop skills to play or sing music
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

CUAMPF101 - Develop skills to play or sing music

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: