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

CUAMPF606 Mapping and Delivery Guide
Conduct musical performances

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUAMPF606 - Conduct musical performances
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to conduct musical performances for orchestral, chamber ensemble or musical theatre productions.It applies to individuals who are responsible for communicating the style and intent of works they conduct to performers and to audiences. They have high level skills in reading and memorising orchestral and vocal scores, and a sound knowledge of the range and capability of instruments being used in 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:

scores, charts or other written music resources

ensemble performers

performance venues and audiences.

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 performances
  • Study performance works prior to rehearsals
  • Confirm that the warm up facility and the venue meet work health and safety (WHS) requirements
  • Complete pre-performance checks of equipment, instruments and accessories to confirm that resources are available as required
  • Use appropriate warm up to assist self and performers to prepare psychologically, physically and artistically
  • Communicate last minute contingency measures calmly where required, and anticipate consequences
  • Apply listening skills to confirm that individual and collective tuning of instruments is accurate
       
Element: Observe protocols during performances
  • Dress appropriately for the performance occasion
  • Acknowledge the concertmaster and audience according to stage protocols
  • Observe performers and audience to ascertain and expedite performance readiness
  • Engage and communicate with audience appropriate to the performance context
  • Acknowledge performers and audience at the conclusion of performances or at other appropriate times
       
Element: Interact with performers
  • Demonstrate knowledge of the score during performances
  • Communicate musical leadership clearly to performers through demeanour, body language and cues
  • Maintain the engagement of all performers, and direct energy throughout performance
  • Maintain acoustic balance of instrumental and/or electronic forces
  • Apply music and instrument or vocal knowledge and technical skills to enhance individual and collective performance
  • Monitor the body language of performers and ensemble members, and respond appropriately
  • Respond to performance variations and adapt to minimise any disruptions to performance flow
  • Maintain balance between the aspirations of different performers and their functions within the overall work
       
Element: Evaluate performance
  • Evaluate performances against planned outcomes in discussion with relevant people
  • Review own performance for its success in achieving the potential of musical works and performers, and identify aspects that could be improved
  • Assess performances for potential contribution they may make to future work
       


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 performances

1.1 Study performance works prior to rehearsals

1.2 Confirm that the warm up facility and the venue meet work health and safety (WHS) requirements

1.3 Complete pre-performance checks of equipment, instruments and accessories to confirm that resources are available as required

1.4 Use appropriate warm up to assist self and performers to prepare psychologically, physically and artistically

1.5 Communicate last minute contingency measures calmly where required, and anticipate consequences

1.6 Apply listening skills to confirm that individual and collective tuning of instruments is accurate

2. Observe protocols during performances

2.1 Dress appropriately for the performance occasion

2.2 Acknowledge the concertmaster and audience according to stage protocols

2.3 Observe performers and audience to ascertain and expedite performance readiness

2.4 Engage and communicate with audience appropriate to the performance context

2.5 Acknowledge performers and audience at the conclusion of performances or at other appropriate times

3. Interact with performers

3.1 Demonstrate knowledge of the score during performances

3.2 Communicate musical leadership clearly to performers through demeanour, body language and cues

3.3 Maintain the engagement of all performers, and direct energy throughout performance

3.4 Maintain acoustic balance of instrumental and/or electronic forces

3.5 Apply music and instrument or vocal knowledge and technical skills to enhance individual and collective performance

3.6 Monitor the body language of performers and ensemble members, and respond appropriately

3.7 Respond to performance variations and adapt to minimise any disruptions to performance flow

3.8 Maintain balance between the aspirations of different performers and their functions within the overall work

4. Evaluate performance

4.1 Evaluate performances against planned outcomes in discussion with relevant people

4.2 Review own performance for its success in achieving the potential of musical works and performers, and identify aspects that could be improved

4.3 Assess performances for potential contribution they may make to future work

Evidence of the ability to:

conduct at least three musical performances, including:

carrying out pre-performance checks and warmups

dressing appropriately

observing performance protocols

providing music conducting leadership to performers

evaluate ensemble and own performance, incorporating feedback from others and considering improvement for future 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:

explain how to interpret and prepare a score for conducting

describe music knowledge, technical skills and communication skills required by a conductor

explain stage and performance protocols relevant to conducting

describe issues that typically arise in the context of conducting musical performances, and explain how they might be overcome

describe work health and safety (WHS) requirements and procedures in relation to conducting and 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. Prepare for performances

1.1 Study performance works prior to rehearsals

1.2 Confirm that the warm up facility and the venue meet work health and safety (WHS) requirements

1.3 Complete pre-performance checks of equipment, instruments and accessories to confirm that resources are available as required

1.4 Use appropriate warm up to assist self and performers to prepare psychologically, physically and artistically

1.5 Communicate last minute contingency measures calmly where required, and anticipate consequences

1.6 Apply listening skills to confirm that individual and collective tuning of instruments is accurate

2. Observe protocols during performances

2.1 Dress appropriately for the performance occasion

2.2 Acknowledge the concertmaster and audience according to stage protocols

2.3 Observe performers and audience to ascertain and expedite performance readiness

2.4 Engage and communicate with audience appropriate to the performance context

2.5 Acknowledge performers and audience at the conclusion of performances or at other appropriate times

3. Interact with performers

3.1 Demonstrate knowledge of the score during performances

3.2 Communicate musical leadership clearly to performers through demeanour, body language and cues

3.3 Maintain the engagement of all performers, and direct energy throughout performance

3.4 Maintain acoustic balance of instrumental and/or electronic forces

3.5 Apply music and instrument or vocal knowledge and technical skills to enhance individual and collective performance

3.6 Monitor the body language of performers and ensemble members, and respond appropriately

3.7 Respond to performance variations and adapt to minimise any disruptions to performance flow

3.8 Maintain balance between the aspirations of different performers and their functions within the overall work

4. Evaluate performance

4.1 Evaluate performances against planned outcomes in discussion with relevant people

4.2 Review own performance for its success in achieving the potential of musical works and performers, and identify aspects that could be improved

4.3 Assess performances for potential contribution they may make to future work

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
Study performance works prior to rehearsals 
Confirm that the warm up facility and the venue meet work health and safety (WHS) requirements 
Complete pre-performance checks of equipment, instruments and accessories to confirm that resources are available as required 
Use appropriate warm up to assist self and performers to prepare psychologically, physically and artistically 
Communicate last minute contingency measures calmly where required, and anticipate consequences 
Apply listening skills to confirm that individual and collective tuning of instruments is accurate 
Dress appropriately for the performance occasion 
Acknowledge the concertmaster and audience according to stage protocols 
Observe performers and audience to ascertain and expedite performance readiness 
Engage and communicate with audience appropriate to the performance context 
Acknowledge performers and audience at the conclusion of performances or at other appropriate times 
Demonstrate knowledge of the score during performances 
Communicate musical leadership clearly to performers through demeanour, body language and cues 
Maintain the engagement of all performers, and direct energy throughout performance 
Maintain acoustic balance of instrumental and/or electronic forces 
Apply music and instrument or vocal knowledge and technical skills to enhance individual and collective performance 
Monitor the body language of performers and ensemble members, and respond appropriately 
Respond to performance variations and adapt to minimise any disruptions to performance flow 
Maintain balance between the aspirations of different performers and their functions within the overall work 
Evaluate performances against planned outcomes in discussion with relevant people 
Review own performance for its success in achieving the potential of musical works and performers, and identify aspects that could be improved 
Assess performances for potential contribution they may make to future work 

Forms

Assessment Cover Sheet

CUAMPF606 - Conduct musical performances
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

CUAMPF606 - Conduct musical performances

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: