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

CUAMPF507 Mapping and Delivery Guide
Provide musical leadership in performance

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUAMPF507 - Provide musical leadership in performance
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to lead a group in ensemble or other musical performance.It applies to individuals with the responsibility for motivating others to give their best in performance. Individuals apply a range of musicianship and managerial competencies, but are not expected to conduct musical 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

scores, charts or other written music resources

participants, such as performers and technical crew

appropriate performance venues with adequate space and acoustic qualities.

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: Extend music techniques
  • Adapt acquired techniques and technical skills to the context of the chosen style or playing environment to achieve best outcomes for self and others
  • Establish and undertake regular music practice sessions to maintain and develop techniques to meet musical leadership requirements
  • Develop intellectual and emotional response to, and understanding of, music through exposure to a wide range of stimuli
  • Focus listening skills in all musical experiences, and use analysis of content and musical intent to enhance musical knowledge
  • Develop aural memory, and exercise consistently in all musical experiences
  • Analyse a range of works to develop broad and specialised repertoire knowledge for self and others
       
Element: Facilitate the expression of ideas and concepts in performance
  • Adapt, combine and integrate techniques, disciplines and skills to enable the appropriate physical expression of concepts during performance
  • Focus and project interpretive response to relevant performers
  • Demonstrate spatial awareness in a range of playing areas, and give directions to achieve best performance outcomes for self and others
  • Observe work health and safety (WHS) principles in rehearsals and performances
  • Develop stagecraft skills by evaluating and using the physical components of performance
       
Element: Evaluate performances
  • Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of performances
  • Document the outcome of debriefing sessions
  • Reflect on own performance, and note areas for improvement
  • Incorporate audience responses and peer feedback on performances into evaluations
       
Element: Enhance professional practice
  • Identify professional development opportunities in consultation with relevant people
  • Participate in professional development activities to improve work performance and maintain currency of industry knowledge
  • Use industry affiliations and strategic alliances to support and maintain professional practice
  • Seek and apply feedback from others to improve own technical and conceptual skills
       


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. Extend music techniques

1.1 Adapt acquired techniques and technical skills to the context of the chosen style or playing environment to achieve best outcomes for self and others

1.2 Establish and undertake regular music practice sessions to maintain and develop techniques to meet musical leadership requirements

1.3 Develop intellectual and emotional response to, and understanding of, music through exposure to a wide range of stimuli

1.4 Focus listening skills in all musical experiences, and use analysis of content and musical intent to enhance musical knowledge

1.5 Develop aural memory, and exercise consistently in all musical experiences

1.6 Analyse a range of works to develop broad and specialised repertoire knowledge for self and others

2. Facilitate the expression of ideas and concepts in performance

2.1 Adapt, combine and integrate techniques, disciplines and skills to enable the appropriate physical expression of concepts during performance

2.2 Focus and project interpretive response to relevant performers

2.3 Demonstrate spatial awareness in a range of playing areas, and give directions to achieve best performance outcomes for self and others

2.4 Observe work health and safety (WHS) principles in rehearsals and performances

2.5 Develop stagecraft skills by evaluating and using the physical components of performance

3. Evaluate performances

3.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of performances

3.2 Document the outcome of debriefing sessions

3.3 Reflect on own performance, and note areas for improvement

3.4 Incorporate audience responses and peer feedback on performances into evaluations

4. Enhance professional practice

4.1 Identify professional development opportunities in consultation with relevant people

4.2 Participate in professional development activities to improve work performance and maintain currency of industry knowledge

4.3 Use industry affiliations and strategic alliances to support and maintain professional practice

4.4 Seek and apply feedback from others to improve own technical and conceptual skills

Evidence of the ability to:

carry out activities to extend own techniques, technical skills, musical leadership skills and aural skills

provide musical leadership in rehearsal and performance, including:

providing directions to others

observing health and safety requirements

using stagecraft skills

improve performances through ongoing evaluation.

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 the music skills and expertise required to provide musical leadership in performance

explain repertoire knowledge and stagecraft skills required to provide musical leadership in performance

describe ways to enhance professional practice

describe challenges that typically arise in the context of providing musical leadership in performance, and explain how they might be overcome

describe work health and safety requirements and procedures in relation to performing.

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. Extend music techniques

1.1 Adapt acquired techniques and technical skills to the context of the chosen style or playing environment to achieve best outcomes for self and others

1.2 Establish and undertake regular music practice sessions to maintain and develop techniques to meet musical leadership requirements

1.3 Develop intellectual and emotional response to, and understanding of, music through exposure to a wide range of stimuli

1.4 Focus listening skills in all musical experiences, and use analysis of content and musical intent to enhance musical knowledge

1.5 Develop aural memory, and exercise consistently in all musical experiences

1.6 Analyse a range of works to develop broad and specialised repertoire knowledge for self and others

2. Facilitate the expression of ideas and concepts in performance

2.1 Adapt, combine and integrate techniques, disciplines and skills to enable the appropriate physical expression of concepts during performance

2.2 Focus and project interpretive response to relevant performers

2.3 Demonstrate spatial awareness in a range of playing areas, and give directions to achieve best performance outcomes for self and others

2.4 Observe work health and safety (WHS) principles in rehearsals and performances

2.5 Develop stagecraft skills by evaluating and using the physical components of performance

3. Evaluate performances

3.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of performances

3.2 Document the outcome of debriefing sessions

3.3 Reflect on own performance, and note areas for improvement

3.4 Incorporate audience responses and peer feedback on performances into evaluations

4. Enhance professional practice

4.1 Identify professional development opportunities in consultation with relevant people

4.2 Participate in professional development activities to improve work performance and maintain currency of industry knowledge

4.3 Use industry affiliations and strategic alliances to support and maintain professional practice

4.4 Seek and apply feedback from others to improve own technical and conceptual skills

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
Adapt acquired techniques and technical skills to the context of the chosen style or playing environment to achieve best outcomes for self and others 
Establish and undertake regular music practice sessions to maintain and develop techniques to meet musical leadership requirements 
Develop intellectual and emotional response to, and understanding of, music through exposure to a wide range of stimuli 
Focus listening skills in all musical experiences, and use analysis of content and musical intent to enhance musical knowledge 
Develop aural memory, and exercise consistently in all musical experiences 
Analyse a range of works to develop broad and specialised repertoire knowledge for self and others 
Adapt, combine and integrate techniques, disciplines and skills to enable the appropriate physical expression of concepts during performance 
Focus and project interpretive response to relevant performers 
Demonstrate spatial awareness in a range of playing areas, and give directions to achieve best performance outcomes for self and others 
Observe work health and safety (WHS) principles in rehearsals and performances 
Develop stagecraft skills by evaluating and using the physical components of performance 
Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of performances 
Document the outcome of debriefing sessions 
Reflect on own performance, and note areas for improvement 
Incorporate audience responses and peer feedback on performances into evaluations 
Identify professional development opportunities in consultation with relevant people 
Participate in professional development activities to improve work performance and maintain currency of industry knowledge 
Use industry affiliations and strategic alliances to support and maintain professional practice 
Seek and apply feedback from others to improve own technical and conceptual skills 

Forms

Assessment Cover Sheet

CUAMPF507 - Provide musical leadership in performance
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

CUAMPF507 - Provide musical leadership in performance

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: