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

CUAMPF504 Mapping and Delivery Guide
Perform improvisation for audiences

Version 1.0
Issue Date: August 2018


Qualification -
Unit of Competency CUAMPF504 - Perform improvisation for audiences
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to perform improvisation for an audience as part of an ensemble. It applies to musicians who have high level aural and technical skills in a chosen genre or musical tradition. Improvisation relies on the ability of all members of the group to work collaboratively and creatively together. They respond intuitively to musical elements as they seek to improvise spontaneously during performances. 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

performance opportunities as part of an ensemble

appropriate venue with adequate space and acoustic qualities

opportunities to perform for an audience.

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: Prepare for ensemble improvisation
  • Confirm improvisation requirements in consultation with relevant people
  • Agree on communication strategies within the group to facilitate a seamless performance, moving between ensemble and improvisation sections
  • Listen to live or recorded improvisations by professional musicians to provide ideas
  • Rehearse technical, musical, structural, segue and improvisation aspects of the performance as required, both in private and with the ensemble rehearsal
       
Element: Contribute to ensemble
  • Ensure that own contribution extends and enhances the overall piece
  • Support and enhance the contribution of others to achieve best performance outcomes
  • Make improvisation sensitive to the needs of individual performers to stimulate the whole ensemble
       
Element: Contribute solo improvisation
  • Respond accurately to starting cues
  • Sustain musical impetus in the solo improvisation through dynamic use of musical elements
  • Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm, form, style and musical expression
  • Listen carefully to other performers, responding musically to their work and adjusting own performance appropriately
  • Provide a clear cue to the ensemble to finish the solo section
  • Ensure that the duration of the solo section accords with the custom and practice of the group and/or musical style
  • Observe work health and safety (WHS) principles during performance
  • Acknowledge applause according to the custom and practice of the group and/or musical style
       
Element: Evaluate improvisation
  • Discuss and assess with appropriate people the extent to which the improvisation has explored its potential in terms of content, style and structure of the improvisation
  • Record performances where possible for evaluation purposes
  • Review current performance against previous performances to assess development of self and ensemble
  • Use own analysis and feedback from others to inform future 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. Prepare for ensemble improvisation

1.1 Confirm improvisation requirements in consultation with relevant people

1.2 Agree on communication strategies within the group to facilitate a seamless performance, moving between ensemble and improvisation sections

1.3 Listen to live or recorded improvisations by professional musicians to provide ideas

1.4 Rehearse technical, musical, structural, segue and improvisation aspects of the performance as required, both in private and with the ensemble rehearsal

2. Contribute to ensemble

2.1 Ensure that own contribution extends and enhances the overall piece

2.2 Support and enhance the contribution of others to achieve best performance outcomes

2.3 Make improvisation sensitive to the needs of individual performers to stimulate the whole ensemble

3. Contribute solo improvisation

3.1 Respond accurately to starting cues

3.2 Sustain musical impetus in the solo improvisation through dynamic use of musical elements

3.3 Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm, form, style and musical expression

3.4 Listen carefully to other performers, responding musically to their work and adjusting own performance appropriately

3.5 Provide a clear cue to the ensemble to finish the solo section

3.6 Ensure that the duration of the solo section accords with the custom and practice of the group and/or musical style

3.7 Observe work health and safety (WHS) principles during performance

3.8 Acknowledge applause according to the custom and practice of the group and/or musical style

4. Evaluate improvisation

4.1 Discuss and assess with appropriate people the extent to which the improvisation has explored its potential in terms of content, style and structure of the improvisation

4.2 Record performances where possible for evaluation purposes

4.3 Review current performance against previous performances to assess development of self and ensemble

4.4 Use own analysis and feedback from others to inform future performances

Evidence of the ability to:

perform improvisations for an audience on at least three occasions, using a range of improvisation styles

give and respond to cues as part of a performance ensemble

evaluate performances and note points for future improvement.

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:

explain how an ensemble prepares for improvisation

explain how to maintain the overall theme of a performance during solo improvisations

describe issues that arise in the context of performing improvisations, and explain how they might be addressed

outline work health and safety (WHS) issues as they relate to improvising in a range of venues.


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. Prepare for ensemble improvisation

1.1 Confirm improvisation requirements in consultation with relevant people

1.2 Agree on communication strategies within the group to facilitate a seamless performance, moving between ensemble and improvisation sections

1.3 Listen to live or recorded improvisations by professional musicians to provide ideas

1.4 Rehearse technical, musical, structural, segue and improvisation aspects of the performance as required, both in private and with the ensemble rehearsal

2. Contribute to ensemble

2.1 Ensure that own contribution extends and enhances the overall piece

2.2 Support and enhance the contribution of others to achieve best performance outcomes

2.3 Make improvisation sensitive to the needs of individual performers to stimulate the whole ensemble

3. Contribute solo improvisation

3.1 Respond accurately to starting cues

3.2 Sustain musical impetus in the solo improvisation through dynamic use of musical elements

3.3 Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm, form, style and musical expression

3.4 Listen carefully to other performers, responding musically to their work and adjusting own performance appropriately

3.5 Provide a clear cue to the ensemble to finish the solo section

3.6 Ensure that the duration of the solo section accords with the custom and practice of the group and/or musical style

3.7 Observe work health and safety (WHS) principles during performance

3.8 Acknowledge applause according to the custom and practice of the group and/or musical style

4. Evaluate improvisation

4.1 Discuss and assess with appropriate people the extent to which the improvisation has explored its potential in terms of content, style and structure of the improvisation

4.2 Record performances where possible for evaluation purposes

4.3 Review current performance against previous performances to assess development of self and ensemble

4.4 Use own analysis and feedback from others to inform future 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
Confirm improvisation requirements in consultation with relevant people 
Agree on communication strategies within the group to facilitate a seamless performance, moving between ensemble and improvisation sections 
Listen to live or recorded improvisations by professional musicians to provide ideas 
Rehearse technical, musical, structural, segue and improvisation aspects of the performance as required, both in private and with the ensemble rehearsal 
Ensure that own contribution extends and enhances the overall piece 
Support and enhance the contribution of others to achieve best performance outcomes 
Make improvisation sensitive to the needs of individual performers to stimulate the whole ensemble 
Respond accurately to starting cues 
Sustain musical impetus in the solo improvisation through dynamic use of musical elements 
Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm, form, style and musical expression 
Listen carefully to other performers, responding musically to their work and adjusting own performance appropriately 
Provide a clear cue to the ensemble to finish the solo section 
Ensure that the duration of the solo section accords with the custom and practice of the group and/or musical style 
Observe work health and safety (WHS) principles during performance 
Acknowledge applause according to the custom and practice of the group and/or musical style 
Discuss and assess with appropriate people the extent to which the improvisation has explored its potential in terms of content, style and structure of the improvisation 
Record performances where possible for evaluation purposes 
Review current performance against previous performances to assess development of self and ensemble 
Use own analysis and feedback from others to inform future performances 

Forms

Assessment Cover Sheet

CUAMPF504 - Perform improvisation for audiences
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

CUAMPF504 - Perform improvisation for audiences

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: