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

CUAMPF203 Mapping and Delivery Guide
Develop ensemble skills for playing or singing music

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUAMPF203 - Develop ensemble skills for playing or singing music
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to extend elementary skill development in singing or playing a musical instrument, and to perform simple repertoire as part of an ensemble.It applies to individuals with some musical experience who perform in an ensemble. In this performance context an understanding of group dynamics is essential since members of the group need to develop a rapport with each other as they practise and play together. 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, equipment and music resources

opportunities to perform before an audience

appropriate venue with adequate space and acoustic qualities for rehearsals and performances.

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: Research ensemble playing
  • Use appropriate strategies to investigate different types of ensembles and instrument combinations
  • Discuss ensemble protocols and different roles within the ensemble including accompaniment and solo playing
  • Discuss, with appropriate people, issues and challenges that arise in the context of playing in an ensemble, and how to address them
  • Confirm own role and that of others in ensemble
       
Element: Use group practice time to develop performance skills
  • Discuss practices for safe set up and warm up for group practice sessions
  • Select repertoire suited to the performance skills of ensemble members guided by a teacher or mentor
  • Practise performing pieces together as a group, taking and giving cues as required
  • Discuss musical structure, style and form with group members and appropriate people and determine performance arrangement
  • Identify areas that need to be improved and incorporate into practice sessions as required in collaboration with other members of the group
       
Element: Perform short, simple pieces as part of an ensemble
  • Perform warm-up routines as required
  • Take and give cues and contribute to a cohesive performance
  • Synchronise own playing or singing with that of other performers
  • Maintain accuracy in own musical entries and exits throughout the performance
  • Apply listening skills and adjust own playing or singing as necessary to achieve required sound
  • Comply with work health and safety requirements in practice sessions and performances
  • Review how well the group played together and agree on ways to improve performances
       


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. Research ensemble playing

1.1 Use appropriate strategies to investigate different types of ensembles and instrument combinations

1.2 Discuss ensemble protocols and different roles within the ensemble including accompaniment and solo playing

1.3 Discuss, with appropriate people, issues and challenges that arise in the context of playing in an ensemble, and how to address them

1.4 Confirm own role and that of others in ensemble

2. Use group practice time to develop performance skills

2.1 Discuss practices for safe set up and warm up for group practice sessions

2.2 Select repertoire suited to the performance skills of ensemble members guided by a teacher or mentor

2.3 Practise performing pieces together as a group, taking and giving cues as required

2.4 Discuss musical structure, style and form with group members and appropriate people and determine performance arrangement

2.5 Identify areas that need to be improved and incorporate into practice sessions as required in collaboration with other members of the group

3. Perform short, simple pieces as part of an ensemble

3.1 Perform warm-up routines as required

3.2 Take and give cues and contribute to a cohesive performance

3.3 Synchronise own playing or singing with that of other performers

3.4 Maintain accuracy in own musical entries and exits throughout the performance

3.5 Apply listening skills and adjust own playing or singing as necessary to achieve required sound

3.6 Comply with work health and safety requirements in practice sessions and performances

3.7 Review how well the group played together and agree on ways to improve performances

Evidence of the ability to:

safely set up and warm up for practices and performances

collaborate with other members of an ensemble to confirm roles, repertoire and protocols

perform proficiently as a member of a group before an audience on at least two occasions

follow or give cues as necessary

contribute to evaluations of group performances.

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:

describe types of ensembles, instrument combinations and protocols

describe ensemble repertoire including musical structure, style, form and arrangement

describe listening skills as they apply to performing in an ensemble

outline issues and challenges that arise in the context of performing in an ensemble and ways they may be addressed

outline work health and safety practices as they apply to performing in an ensemble.

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. Research ensemble playing

1.1 Use appropriate strategies to investigate different types of ensembles and instrument combinations

1.2 Discuss ensemble protocols and different roles within the ensemble including accompaniment and solo playing

1.3 Discuss, with appropriate people, issues and challenges that arise in the context of playing in an ensemble, and how to address them

1.4 Confirm own role and that of others in ensemble

2. Use group practice time to develop performance skills

2.1 Discuss practices for safe set up and warm up for group practice sessions

2.2 Select repertoire suited to the performance skills of ensemble members guided by a teacher or mentor

2.3 Practise performing pieces together as a group, taking and giving cues as required

2.4 Discuss musical structure, style and form with group members and appropriate people and determine performance arrangement

2.5 Identify areas that need to be improved and incorporate into practice sessions as required in collaboration with other members of the group

3. Perform short, simple pieces as part of an ensemble

3.1 Perform warm-up routines as required

3.2 Take and give cues and contribute to a cohesive performance

3.3 Synchronise own playing or singing with that of other performers

3.4 Maintain accuracy in own musical entries and exits throughout the performance

3.5 Apply listening skills and adjust own playing or singing as necessary to achieve required sound

3.6 Comply with work health and safety requirements in practice sessions and performances

3.7 Review how well the group played together and agree on ways to improve performances

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 strategies to investigate different types of ensembles and instrument combinations 
Discuss ensemble protocols and different roles within the ensemble including accompaniment and solo playing 
Discuss, with appropriate people, issues and challenges that arise in the context of playing in an ensemble, and how to address them 
Confirm own role and that of others in ensemble 
Discuss practices for safe set up and warm up for group practice sessions 
Select repertoire suited to the performance skills of ensemble members guided by a teacher or mentor 
Practise performing pieces together as a group, taking and giving cues as required 
Discuss musical structure, style and form with group members and appropriate people and determine performance arrangement 
Identify areas that need to be improved and incorporate into practice sessions as required in collaboration with other members of the group 
Perform warm-up routines as required 
Take and give cues and contribute to a cohesive performance 
Synchronise own playing or singing with that of other performers 
Maintain accuracy in own musical entries and exits throughout the performance 
Apply listening skills and adjust own playing or singing as necessary to achieve required sound 
Comply with work health and safety requirements in practice sessions and performances 
Review how well the group played together and agree on ways to improve performances 

Forms

Assessment Cover Sheet

CUAMPF203 - Develop ensemble skills for playing or singing 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

CUAMPF203 - Develop ensemble skills for playing or singing 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: