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

CUAMPF408 Mapping and Delivery Guide
Develop performance techniques on a second instrument

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUAMPF408 - Develop performance techniques on a second instrument
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to develop performance techniques on an instrument other than the primary instrument. It applies to musicians who want to gain proficiency in a second instrument, including voice, and so develop flexibility in their repertoire. The techniques for playing instruments may be completely different, however, the underpinning music knowledge that needs to be applied in performance remains the same. 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

a suitable acoustic space.

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: Explore the range of the second instrument
  • Compare physical characteristics and basic acoustic principles of second instrument with those of primary instrument, in consultation with appropriate people
  • Plan development of performance technique to build on applying existing techniques and skills to mastering the second instrument
  • Experiment with and develop control of the range and scope of instrument, and apply to performance
  • Explore capability of second instrument in line with repertoire requirements
       
Element: Maintain and care for the instrument
  • Use appropriate methods to care for, move, use and store the instrument securely in line with work health and safety (WHS) principles
  • Set up and/or warm up the instrument or voice in preparation for practice and performance
  • Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes
  • Tune the instrument appropriately to the required standard and tuning conventions
       
Element: Use practice time to develop performance technique
  • Consult with appropriate people to plan practice sessions aimed at developing techniques and overcoming technical challenges
  • Apply music knowledge of basic musical elements to develop performance technique
  • Systemically practise exercises and/or studies that develop technical fluency in identified areas of weakness, as well as selected pieces
  • Incorporate safe and healthy performance habits into practice by using correct posture and finger, hand and/or body positions in line with work health and safety (WHS) principles
  • Seek feedback on own skill development from appropriate personnel, and adjust focus of practice sessions as required
       
Element: Perform pieces
  • Play pieces from a range of repertoire using techniques on instrument or voice to produce rhythmic control, applicable intonation and sound or tone production
  • Perform all work following agreed tempi and musical markings where relevant
  • Apply listening skills in playing or singing simple pieces or accompaniments to monitor and adjust rhythmic control, intonation and sound or tone production
       
Element: Evaluate own performance
  • Listen to the work of other musicians to inform own performance goals
  • Seek feedback from appropriate others on own performance and level of skill development
  • Act on feedback from relevant others and own observations of performance and skill development to plan future improvements.
       


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. Explore the range of the second instrument

1.1 Compare physical characteristics and basic acoustic principles of second instrument with those of primary instrument, in consultation with appropriate people

1.2 Plan development of performance technique to build on applying existing techniques and skills to mastering the second instrument

1.3 Experiment with and develop control of the range and scope of instrument, and apply to performance

1.4 Explore capability of second instrument in line with repertoire requirements

2. Maintain and care for the instrument

2.1 Use appropriate methods to care for, move, use and store the instrument securely in line with work health and safety (WHS) principles

2.2 Set up and/or warm up the instrument or voice in preparation for practice and performance

2.3 Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes

2.4 Tune the instrument appropriately to the required standard and tuning conventions

3. Use practice time to develop performance technique

3.1 Consult with appropriate people to plan practice sessions aimed at developing techniques and overcoming technical challenges

3.2 Apply music knowledge of basic musical elements to develop performance technique

3.3 Systemically practise exercises and/or studies that develop technical fluency in identified areas of weakness, as well as selected pieces

3.4 Incorporate safe and healthy performance habits into practice by using correct posture and finger, hand and/or body positions in line with work health and safety (WHS) principles

3.5 Seek feedback on own skill development from appropriate personnel, and adjust focus of practice sessions as required

4. Perform pieces

4.1 Play pieces from a range of repertoire using techniques on instrument or voice to produce rhythmic control, applicable intonation and sound or tone production

4.2 Perform all work following agreed tempi and musical markings where relevant

4.3 Apply listening skills in playing or singing simple pieces or accompaniments to monitor and adjust rhythmic control, intonation and sound or tone production

5. Evaluate own performance

5.1 Listen to the work of other musicians to inform own performance goals

5.2 Seek feedback from appropriate others on own performance and level of skill development

5.3 Act on feedback from relevant others and own observations of performance and skill development to plan future improvements.

Evidence of the ability to:

demonstrate appropriate methods for caring, using, moving, tuning and storing instrument

plan and practise a selected set of exercises and/or studies, using feedback from others to assess the need to adjust focus of practice

perform at least three pieces that demonstrate an ability to achieve the required sound on an instrument other than the primary one

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

develop a personal skill development plan.

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 key considerations for developing performance techniques on a second instrument or voice

explain physical characteristics, basic acoustic principles and tuning techniques relevant to selected instrument or voice

describe use and care of second instrument and accessories

outline work health and safety principles as they apply to playing and performing a second instrument.

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. Explore the range of the second instrument

1.1 Compare physical characteristics and basic acoustic principles of second instrument with those of primary instrument, in consultation with appropriate people

1.2 Plan development of performance technique to build on applying existing techniques and skills to mastering the second instrument

1.3 Experiment with and develop control of the range and scope of instrument, and apply to performance

1.4 Explore capability of second instrument in line with repertoire requirements

2. Maintain and care for the instrument

2.1 Use appropriate methods to care for, move, use and store the instrument securely in line with work health and safety (WHS) principles

2.2 Set up and/or warm up the instrument or voice in preparation for practice and performance

2.3 Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes

2.4 Tune the instrument appropriately to the required standard and tuning conventions

3. Use practice time to develop performance technique

3.1 Consult with appropriate people to plan practice sessions aimed at developing techniques and overcoming technical challenges

3.2 Apply music knowledge of basic musical elements to develop performance technique

3.3 Systemically practise exercises and/or studies that develop technical fluency in identified areas of weakness, as well as selected pieces

3.4 Incorporate safe and healthy performance habits into practice by using correct posture and finger, hand and/or body positions in line with work health and safety (WHS) principles

3.5 Seek feedback on own skill development from appropriate personnel, and adjust focus of practice sessions as required

4. Perform pieces

4.1 Play pieces from a range of repertoire using techniques on instrument or voice to produce rhythmic control, applicable intonation and sound or tone production

4.2 Perform all work following agreed tempi and musical markings where relevant

4.3 Apply listening skills in playing or singing simple pieces or accompaniments to monitor and adjust rhythmic control, intonation and sound or tone production

5. Evaluate own performance

5.1 Listen to the work of other musicians to inform own performance goals

5.2 Seek feedback from appropriate others on own performance and level of skill development

5.3 Act on feedback from relevant others and own observations of performance and skill development to plan future improvements.

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
Compare physical characteristics and basic acoustic principles of second instrument with those of primary instrument, in consultation with appropriate people 
Plan development of performance technique to build on applying existing techniques and skills to mastering the second instrument 
Experiment with and develop control of the range and scope of instrument, and apply to performance 
Explore capability of second instrument in line with repertoire requirements 
Use appropriate methods to care for, move, use and store the instrument securely in line with work health and safety (WHS) principles 
Set up and/or warm up the instrument or voice in preparation for practice and performance 
Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes 
Tune the instrument appropriately to the required standard and tuning conventions 
Consult with appropriate people to plan practice sessions aimed at developing techniques and overcoming technical challenges 
Apply music knowledge of basic musical elements to develop performance technique 
Systemically practise exercises and/or studies that develop technical fluency in identified areas of weakness, as well as selected pieces 
Incorporate safe and healthy performance habits into practice by using correct posture and finger, hand and/or body positions in line with work health and safety (WHS) principles 
Seek feedback on own skill development from appropriate personnel, and adjust focus of practice sessions as required 
Play pieces from a range of repertoire using techniques on instrument or voice to produce rhythmic control, applicable intonation and sound or tone production 
Perform all work following agreed tempi and musical markings where relevant 
Apply listening skills in playing or singing simple pieces or accompaniments to monitor and adjust rhythmic control, intonation and sound or tone production 
Listen to the work of other musicians to inform own performance goals 
Seek feedback from appropriate others on own performance and level of skill development 
Act on feedback from relevant others and own observations of performance and skill development to plan future improvements. 

Forms

Assessment Cover Sheet

CUAMPF408 - Develop performance techniques on a second instrument
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

CUAMPF408 - Develop performance techniques on a second instrument

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: