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

CUAMPF605 Mapping and Delivery Guide
Develop advanced vocal techniques

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUAMPF605 - Develop advanced vocal techniques
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to perform as a vocalist at an advanced level, demonstrating higher levels of technical and expressive skills. It applies to vocalists with a higher level of competence in areas such as performance preparation and craft skills, and as they seek regular professional performance opportunities. They are expected to show a real commitment to improving their skills and expanding their repertoire in ways that allow them to demonstrate higher levels of technical and expressive skills. A willingness to act on feedback from colleagues and mentors is also essential. 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 equipment

accompanist(s) or band

opportunities to present performance programs before an audience

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: Use personal practice time to refine skills
  • Identify strengths and weaknesses in own performance skills in consultation with appropriate people
  • Develop a practice plan and strategies that incorporate realistic goals for refining performance technique
  • Identify and incorporate into practice plan repertoire to achieve technical and expressive development goals
  • Ensure that practice routine optimises use of voice, time and performance space
  • Develop technical control of voice to enhance musical expression and refine individual style
  • Experiment with repertoire and exercises to refine technical accuracy
  • Listen critically to own performance to evaluate technical strengths and weaknesses, and adjust practice regime accordingly
  • Ensure that practice is undertaken with due consideration to personal health and safety
       
Element: Plan repertoire to meet performance goals
  • Research new repertoire to identify pieces or works that advance performance scope and skills
  • Use opportunities to trial new work for peers and/or mentors, and incorporate their feedback into private practice
  • Practise a range of pieces or works that focus on identified areas of technical development
  • Select repertoire, ensuring that relevant copyright and performing rights requirements are met, and determine order of items for performance
  • Devise a program for performance, and source any accessories or equipment required
  • Rehearse program with accompanist(s) or band as applicable
       
Element: Convey interpretive and expressive qualities in performance
  • Use vocal articulation and tone colours to interpret and realise the emotional content of songs
  • Demonstrate control of sound production across the range of repertoire for the selected musical style
  • Extend physical coordination and control over the voice to produce a highly accomplished standard of performance
  • Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument
       
Element: Present a professional performance program to an audience
  • Undertake appropriate psychological and vocal warm up and warm down activities to enhance performance outcomes
  • Interpret songs, perform from memory, improvise or read from charts or musical notation as required
  • Use verbal and non-verbal cues to indicate start, end and changes throughout the performance
  • Use vibrato and a range of vocal techniques to create a variety of musical effects as required
  • Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style
  • Use performance recovery measures to mitigate errors, with minimum disruption to performance flow and audience experience
  • Maintain stage fitness to ensure a professional technical standard in performance
       
Element: Evaluate technical skills in performance
  • View or listen to recordings of own performance to analyse technical and expressive execution
  • Note areas for improvement, and take action accordingly
  • Seek feedback on performances from appropriate people, and incorporate their feedback into own strategies for 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. Use personal practice time to refine skills

1.1 Identify strengths and weaknesses in own performance skills in consultation with appropriate people

1.2 Develop a practice plan and strategies that incorporate realistic goals for refining performance technique

1.3 Identify and incorporate into practice plan repertoire to achieve technical and expressive development goals

1.4 Ensure that practice routine optimises use of voice, time and performance space

1.5 Develop technical control of voice to enhance musical expression and refine individual style

1.6 Experiment with repertoire and exercises to refine technical accuracy

1.7 Listen critically to own performance to evaluate technical strengths and weaknesses, and adjust practice regime accordingly

1.8 Ensure that practice is undertaken with due consideration to personal health and safety

2. Plan repertoire to meet performance goals

2.1 Research new repertoire to identify pieces or works that advance performance scope and skills

2.2 Use opportunities to trial new work for peers and/or mentors, and incorporate their feedback into private practice

2.3 Practise a range of pieces or works that focus on identified areas of technical development

2.4 Select repertoire, ensuring that relevant copyright and performing rights requirements are met, and determine order of items for performance

2.5 Devise a program for performance, and source any accessories or equipment required

2.6 Rehearse program with accompanist(s) or band as applicable

3. Convey interpretive and expressive qualities in performance

3.1 Use vocal articulation and tone colours to interpret and realise the emotional content of songs

3.2 Demonstrate control of sound production across the range of repertoire for the selected musical style

3.3 Extend physical coordination and control over the voice to produce a highly accomplished standard of performance

3.4 Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument

4. Present a professional performance program to an audience

4.1 Undertake appropriate psychological and vocal warm up and warm down activities to enhance performance outcomes

4.2 Interpret songs, perform from memory, improvise or read from charts or musical notation as required

4.3 Use verbal and non-verbal cues to indicate start, end and changes throughout the performance

4.4 Use vibrato and a range of vocal techniques to create a variety of musical effects as required

4.5 Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style

4.6 Use performance recovery measures to mitigate errors, with minimum disruption to performance flow and audience experience

4.7 Maintain stage fitness to ensure a professional technical standard in performance

5. Evaluate technical skills in performance

5.1 View or listen to recordings of own performance to analyse technical and expressive execution

5.2 Note areas for improvement, and take action accordingly

5.3 Seek feedback on performances from appropriate people, and incorporate their feedback into own strategies for future improvements

Evidence of the ability to:

develop and implement a plan to refine own performance technique

demonstrate practice routine that incorporates vocal warm ups and warm downs

plan and present a performance program of a professional standard, on at least two occasions, to an audience

monitor progress in own skill development, expanding repertoire in area of specialisation and incorporating feedback on own performance.

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 strategies and exercises for refining vocal techniques

explain factors to consider when developing a program for performance

describe qualities that contribute to a professional standard performance

describe work health and safety principles relevant to vocal performance.

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. Use personal practice time to refine skills

1.1 Identify strengths and weaknesses in own performance skills in consultation with appropriate people

1.2 Develop a practice plan and strategies that incorporate realistic goals for refining performance technique

1.3 Identify and incorporate into practice plan repertoire to achieve technical and expressive development goals

1.4 Ensure that practice routine optimises use of voice, time and performance space

1.5 Develop technical control of voice to enhance musical expression and refine individual style

1.6 Experiment with repertoire and exercises to refine technical accuracy

1.7 Listen critically to own performance to evaluate technical strengths and weaknesses, and adjust practice regime accordingly

1.8 Ensure that practice is undertaken with due consideration to personal health and safety

2. Plan repertoire to meet performance goals

2.1 Research new repertoire to identify pieces or works that advance performance scope and skills

2.2 Use opportunities to trial new work for peers and/or mentors, and incorporate their feedback into private practice

2.3 Practise a range of pieces or works that focus on identified areas of technical development

2.4 Select repertoire, ensuring that relevant copyright and performing rights requirements are met, and determine order of items for performance

2.5 Devise a program for performance, and source any accessories or equipment required

2.6 Rehearse program with accompanist(s) or band as applicable

3. Convey interpretive and expressive qualities in performance

3.1 Use vocal articulation and tone colours to interpret and realise the emotional content of songs

3.2 Demonstrate control of sound production across the range of repertoire for the selected musical style

3.3 Extend physical coordination and control over the voice to produce a highly accomplished standard of performance

3.4 Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument

4. Present a professional performance program to an audience

4.1 Undertake appropriate psychological and vocal warm up and warm down activities to enhance performance outcomes

4.2 Interpret songs, perform from memory, improvise or read from charts or musical notation as required

4.3 Use verbal and non-verbal cues to indicate start, end and changes throughout the performance

4.4 Use vibrato and a range of vocal techniques to create a variety of musical effects as required

4.5 Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style

4.6 Use performance recovery measures to mitigate errors, with minimum disruption to performance flow and audience experience

4.7 Maintain stage fitness to ensure a professional technical standard in performance

5. Evaluate technical skills in performance

5.1 View or listen to recordings of own performance to analyse technical and expressive execution

5.2 Note areas for improvement, and take action accordingly

5.3 Seek feedback on performances from appropriate people, and incorporate their feedback into own strategies for 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
Identify strengths and weaknesses in own performance skills in consultation with appropriate people 
Develop a practice plan and strategies that incorporate realistic goals for refining performance technique 
Identify and incorporate into practice plan repertoire to achieve technical and expressive development goals 
Ensure that practice routine optimises use of voice, time and performance space 
Develop technical control of voice to enhance musical expression and refine individual style 
Experiment with repertoire and exercises to refine technical accuracy 
Listen critically to own performance to evaluate technical strengths and weaknesses, and adjust practice regime accordingly 
Ensure that practice is undertaken with due consideration to personal health and safety 
Research new repertoire to identify pieces or works that advance performance scope and skills 
Use opportunities to trial new work for peers and/or mentors, and incorporate their feedback into private practice 
Practise a range of pieces or works that focus on identified areas of technical development 
Select repertoire, ensuring that relevant copyright and performing rights requirements are met, and determine order of items for performance 
Devise a program for performance, and source any accessories or equipment required 
Rehearse program with accompanist(s) or band as applicable 
Use vocal articulation and tone colours to interpret and realise the emotional content of songs 
Demonstrate control of sound production across the range of repertoire for the selected musical style 
Extend physical coordination and control over the voice to produce a highly accomplished standard of performance 
Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument 
Undertake appropriate psychological and vocal warm up and warm down activities to enhance performance outcomes 
Interpret songs, perform from memory, improvise or read from charts or musical notation as required 
Use verbal and non-verbal cues to indicate start, end and changes throughout the performance 
Use vibrato and a range of vocal techniques to create a variety of musical effects as required 
Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style 
Use performance recovery measures to mitigate errors, with minimum disruption to performance flow and audience experience 
Maintain stage fitness to ensure a professional technical standard in performance 
View or listen to recordings of own performance to analyse technical and expressive execution 
Note areas for improvement, and take action accordingly 
Seek feedback on performances from appropriate people, and incorporate their feedback into own strategies for future improvements 

Forms

Assessment Cover Sheet

CUAMPF605 - Develop advanced vocal techniques
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

CUAMPF605 - Develop advanced vocal techniques

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: