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

CUAMPF607 Mapping and Delivery Guide
Lead music rehearsals

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUAMPF607 - Lead music rehearsals
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to direct performers in music rehearsals.It applies to individuals who have high level musicianship skills and advanced knowledge of the performance capabilities of instruments. They may work as musical directors or conductors, and are responsible for choosing repertoire, selecting musicians, overseeing the organisation of rehearsals, and providing musical leadership during rehearsals and solutions to performance problems. 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:

recordings, scores, charts or other written music resources

rehearsal opportunities and venues

performers, relevant instruments and equipment.

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: Develop musical direction skills
  • Research scores and performances with musical possibilities and outcomes in mind
  • Participate in formal and informal learning experiences for own artistic and professional development
  • Explore cultural contexts, contemporary issues and other art forms for their potential application in own work
  • Plan work opportunities in line with career goals and artistic aspirations
       
Element: Prepare performance programs
  • Discuss vision for programs and expected performance outcomes with relevant people
  • Propose repertoire after discussing and confirming casting with producers
  • Consult appropriate people on repertoire and its suitability to scope, range and capabilities of ensemble instrumentation or vocal ranges of performers
  • Evaluate feedback, and use it to inform the final selection of repertoire and program
  • Communicate final musical vision to promoters, producers and performers
       
Element: Prepare to rehearse performance programs
  • Assess musical and technical aspects of the repertoire to determine their effect on rehearsals
  • Prepare repertoire to ensure that performance shape and vision can be achieved with the performers and within allocated rehearsal time
  • Confirm that resources required for rehearsals are obtained and available
  • Plan specific techniques to assist communication with performers, and optimise learning of the program
  • Develop strategies to meet potential technical and artistic challenges
  • Evaluate the music and its potential expressive qualities in preparation for own conducting
       
Element: Finalise rehearsal schedule
  • Allocate rehearsal time adequate to the repertoire and to achieve agreed outcomes
  • Communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation
  • Communicate details of responsibility for equipment, instruments and accessories, and venue for each rehearsal to relevant personnel
  • Confirm that relevant work health and safety (WHS), copyright and performing rights requirements are meet
  • Anticipate problems that might arise in relation to rehearsal schedule, and develop contingency plans
       
Element: Direct rehearsals
  • Apply listening skills to ensure that individual and collective tuning is accurate
  • Use body to give clear directions for structure, beat, entry cues, dynamics, colour and expression
  • Recognise and work with the collective and individual skills of performers
  • Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence
  • Provide feedback to develop performers’ work
       
Element: Evaluate rehearsals
  • Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes, and areas for future improvement
  • Document the outcome of debriefing sessions according to enterprise procedures
  • Reflect on own performance as rehearsal leader and others’ feedback, and note areas for future improvement
       


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. Develop musical direction skills

1.1 Research scores and performances with musical possibilities and outcomes in mind

1.2 Participate in formal and informal learning experiences for own artistic and professional development

1.3 Explore cultural contexts, contemporary issues and other art forms for their potential application in own work

1.4 Plan work opportunities in line with career goals and artistic aspirations

2. Prepare performance programs

2.1 Discuss vision for programs and expected performance outcomes with relevant people

2.2 Propose repertoire after discussing and confirming casting with producers

2.3 Consult appropriate people on repertoire and its suitability to scope, range and capabilities of ensemble instrumentation or vocal ranges of performers

2.4 Evaluate feedback, and use it to inform the final selection of repertoire and program

2.5 Communicate final musical vision to promoters, producers and performers

3. Prepare to rehearse performance programs

3.1 Assess musical and technical aspects of the repertoire to determine their effect on rehearsals

3.2 Prepare repertoire to ensure that performance shape and vision can be achieved with the performers and within allocated rehearsal time

3.3 Confirm that resources required for rehearsals are obtained and available

3.4 Plan specific techniques to assist communication with performers, and optimise learning of the program

3.5 Develop strategies to meet potential technical and artistic challenges

3.6 Evaluate the music and its potential expressive qualities in preparation for own conducting

4. Finalise rehearsal schedule

4.1 Allocate rehearsal time adequate to the repertoire and to achieve agreed outcomes

4.2 Communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation

4.3 Communicate details of responsibility for equipment, instruments and accessories, and venue for each rehearsal to relevant personnel

4.4 Confirm that relevant work health and safety (WHS), copyright and performing rights requirements are meet

4.5 Anticipate problems that might arise in relation to rehearsal schedule, and develop contingency plans

5. Direct rehearsals

5.1 Apply listening skills to ensure that individual and collective tuning is accurate

5.2 Use body to give clear directions for structure, beat, entry cues, dynamics, colour and expression

5.3 Recognise and work with the collective and individual skills of performers

5.4 Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence

5.5 Provide feedback to develop performers’ work

6. Evaluate rehearsals

6.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes, and areas for future improvement

6.2 Document the outcome of debriefing sessions according to enterprise procedures

6.3 Reflect on own performance as rehearsal leader and others’ feedback, and note areas for future improvement

Evidence of the ability to:

identify and implement ways to develop own direction skills

provide musical leadership on at least three occasions, including:

discussing and selecting repertoire and program

completing required preparations for rehearsals

directing performers during rehearsals to achieve performance level required

conduct and document post-rehearsal debriefing sessions to improve 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 factors that inform choice of repertoire and the development of performance programs

describe music knowledge, technical skills and communication skills required to organise and direct music rehearsals

describe issues that typically arise in the context of leading music rehearsals, 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. Develop musical direction skills

1.1 Research scores and performances with musical possibilities and outcomes in mind

1.2 Participate in formal and informal learning experiences for own artistic and professional development

1.3 Explore cultural contexts, contemporary issues and other art forms for their potential application in own work

1.4 Plan work opportunities in line with career goals and artistic aspirations

2. Prepare performance programs

2.1 Discuss vision for programs and expected performance outcomes with relevant people

2.2 Propose repertoire after discussing and confirming casting with producers

2.3 Consult appropriate people on repertoire and its suitability to scope, range and capabilities of ensemble instrumentation or vocal ranges of performers

2.4 Evaluate feedback, and use it to inform the final selection of repertoire and program

2.5 Communicate final musical vision to promoters, producers and performers

3. Prepare to rehearse performance programs

3.1 Assess musical and technical aspects of the repertoire to determine their effect on rehearsals

3.2 Prepare repertoire to ensure that performance shape and vision can be achieved with the performers and within allocated rehearsal time

3.3 Confirm that resources required for rehearsals are obtained and available

3.4 Plan specific techniques to assist communication with performers, and optimise learning of the program

3.5 Develop strategies to meet potential technical and artistic challenges

3.6 Evaluate the music and its potential expressive qualities in preparation for own conducting

4. Finalise rehearsal schedule

4.1 Allocate rehearsal time adequate to the repertoire and to achieve agreed outcomes

4.2 Communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation

4.3 Communicate details of responsibility for equipment, instruments and accessories, and venue for each rehearsal to relevant personnel

4.4 Confirm that relevant work health and safety (WHS), copyright and performing rights requirements are meet

4.5 Anticipate problems that might arise in relation to rehearsal schedule, and develop contingency plans

5. Direct rehearsals

5.1 Apply listening skills to ensure that individual and collective tuning is accurate

5.2 Use body to give clear directions for structure, beat, entry cues, dynamics, colour and expression

5.3 Recognise and work with the collective and individual skills of performers

5.4 Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence

5.5 Provide feedback to develop performers’ work

6. Evaluate rehearsals

6.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes, and areas for future improvement

6.2 Document the outcome of debriefing sessions according to enterprise procedures

6.3 Reflect on own performance as rehearsal leader and others’ feedback, and note areas for future improvement

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
Research scores and performances with musical possibilities and outcomes in mind 
Participate in formal and informal learning experiences for own artistic and professional development 
Explore cultural contexts, contemporary issues and other art forms for their potential application in own work 
Plan work opportunities in line with career goals and artistic aspirations 
Discuss vision for programs and expected performance outcomes with relevant people 
Propose repertoire after discussing and confirming casting with producers 
Consult appropriate people on repertoire and its suitability to scope, range and capabilities of ensemble instrumentation or vocal ranges of performers 
Evaluate feedback, and use it to inform the final selection of repertoire and program 
Communicate final musical vision to promoters, producers and performers 
Assess musical and technical aspects of the repertoire to determine their effect on rehearsals 
Prepare repertoire to ensure that performance shape and vision can be achieved with the performers and within allocated rehearsal time 
Confirm that resources required for rehearsals are obtained and available 
Plan specific techniques to assist communication with performers, and optimise learning of the program 
Develop strategies to meet potential technical and artistic challenges 
Evaluate the music and its potential expressive qualities in preparation for own conducting 
Allocate rehearsal time adequate to the repertoire and to achieve agreed outcomes 
Communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation 
Communicate details of responsibility for equipment, instruments and accessories, and venue for each rehearsal to relevant personnel 
Confirm that relevant work health and safety (WHS), copyright and performing rights requirements are meet 
Anticipate problems that might arise in relation to rehearsal schedule, and develop contingency plans 
Apply listening skills to ensure that individual and collective tuning is accurate 
Use body to give clear directions for structure, beat, entry cues, dynamics, colour and expression 
Recognise and work with the collective and individual skills of performers 
Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence 
Provide feedback to develop performers’ work 
Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes, and areas for future improvement 
Document the outcome of debriefing sessions according to enterprise procedures 
Reflect on own performance as rehearsal leader and others’ feedback, and note areas for future improvement 

Forms

Assessment Cover Sheet

CUAMPF607 - Lead music rehearsals
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

CUAMPF607 - Lead music rehearsals

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: