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

CUSLED501A Mapping and Delivery Guide
Provide instrumental or vocal tuition

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUSLED501A - Provide instrumental or vocal tuition
Description This unit describes the performance outcomes, skills and knowledge required to provide instrumental or vocal tuition as a private teacher.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Instrumental or vocal musicians, who teach privately to individuals of any age or groups of less than five, apply the skills and knowledge described in this unit. They could offer tuition in a private home studio, or a studio attached to a larger organisation. This unit does not apply to teaching in a classroom situation or conducting ensembles. Teachers need a thorough grounding in the techniques of their area of specialisation, as well as an ability to impart skills and knowledge to others.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Workforce development - learning and development
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: Plan and implement individual and small group tuition programs
  • Develop learning programs that incorporate sound educational principles
  • Assist learners to develop music knowledge appropriate to their level of musical development and requirements in area of specialisation
  • Facilitate the development of learners' memory and aural skills
  • Assist learners to develop technical skills in performance
  • Demonstrate and rehearse techniques with learners for the care and maintenance of equipment, instruments and accessories
       
Element: Teach performance skills
  • Apply a range of techniques to develop expressive skills
  • Where possible, allow time for learners to evaluate and perform music of their own choice in learning programs
  • Encourage students to experiment with technology where appropriate to enhance performance outcomes
  • Apply a range of techniques to develop performance presentation skills
  • Facilitate knowledge of and a positive attitude to OHS
  • Rehearse safe warming up strategies and other OHS techniques specific to the instruments/voice with learners
       
Element: Provide effective career advice
  • Apply current knowledge of the industry and skill requirements in career counselling for learners
  • Apply current knowledge of courses suiting the specific needs of learners when advising on future artistic directions
  • Advise learners on how to prepare and present an appropriate and effective audition program
  • Advise learners how to prepare audition tapes as required
  • Plan and use strategies to assist learners to become self-directed, lifelong learners
       
Element: Evaluate own and learners' performance
  • Plan and use evaluation indicators that are appropriate to the teaching practice and context to continuously evaluate outcomes
  • Allow learners input into the evaluation plan in ways appropriate to their age and performance contexts
  • Use appropriate, fair and consistent criteria to evaluate individual learners
  • Involve individual learners in self-assessment and where appropriate in peer assessment
       


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.

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

demonstrate a high level of performance skills and knowledge in area of specialisation in which tuition is provided

develop talent in others

plan and offer learning programs appropriate to the needs of learners and their level of musical development

convey relevant music literacy and repertoire knowledge.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

access tolearners

access to appropriate teaching facilities

use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

Method of assessment

The following assessment methods are appropriate for this unit:

evaluation of learning programs, lesson plans and resources prepared by the candidate

observation or video recordings of tuition sessions conducted by the candidate

written or oral questioning to test knowledge as listed in the required knowledge section of this unit

case studies and scenarios as a basis for discussion about issues and challenges that arise in the context ofproviding instrumental or vocal tuition.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBMGT617A Develop and implement a business plan

CUSIND401A Develop specialist expertise in the music industry

CUSLED502A Provide tuition for composition

CUSMPF603A Refine performance techniques and expand repertoire

CUSMPF605A Develop advanced vocal techniques.

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.

Required skills

communication and teaching skills in the context of:

communicating effectively with learners to achieve planned learning outcomes

providing feedback on performance in a constructive and sensitive manner

demonstrating and communicating safe performance practice

assisting learners to understand and observe cultural protocols appropriate to the genre or area of specialisation

encouraging learners to use appropriate posture, dress and other performance protocols

assisting learners to match repertoire with performance context and expectations

listening critically to, and assisting learners to adjust, creative work in performance to achieve the required sound

working creatively with individual differences

working constructively with group dynamics

identifying and dealing constructively with conflict

self-management and learning skills sufficient to:

improve own technical facility in performance so that best practice techniques can be demonstrated to learners

evaluate, adjust and develop own teaching practice in line with planned career directions

use advice from colleagues and experts to adjust work in line with career direction

demonstrate punctuality in all work commitments

observe OHS requirements

initiative, enterprise and creativity in the context of:

demonstrating originality and innovative approaches to teaching performance, interpretation and/or improvisation of music

extending musical boundaries for self and learners in areas of music specialisation taught

facilitating learners to phrase and shape music appropriately and creatively

facilitating learners to understand and express appropriate musical nuance

assisting learners to perform appropriately for the context of venues, sound forces and perceived audience taste

assisting learners to engage the audience in the work

technical skills sufficient to:

assist learners to use appropriate equipment and/or instruments effectively

assist learners to use appropriate technology to improve efficiency and musical outcomes

investigate technology to assist learners to enhance artistic or commercial outcomes

use new technology in tuition practice where possible and relevant

well-developed skills in areas in which tuition is provided, including:

performing in relevant genre or style of music

playing instrument or singing

planning and organisational skills sufficient to:

plan effective tuition programs that reflect understanding of learners' ages, stage of musical development and learning needs

maintain an appropriate standard of presentation in all promotional materials

use all available opportunities to showcase learners' work

plan performance opportunities for learners

use time-management strategies to set priorities

Required knowledge

teaching practice, including:

learning principles appropriate to age of students

methods to affect skill development

strategies to stimulate an interest in learning

relationship between skill levels and learning strategies

sources of career advice

music knowledge in area of specialisation, including:

interpreting music in performance

improvisation conventions

sight reading from charts or musical notation

appropriate repertoire

musical terminology

musical genres and styles

solo and group performance protocols

composition process

issues and challenges that typically arise in the context of providing instrumental or vocal tuition

techniques for moving the body and breathing to enhance musical performance of self and others

OHS requirements and procedures in relation to performing

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Educational principles may include:

cognitive development

motivation and learning psychology

provision of routine opportunities for learners to perform solo, in ensembles and for an audience

ensuring that content and structure of learning programs are appropriate to age, musical aspirations and skill levels of learners

constructive feedback to learners on an ongoing basis throughout learning programs.

Music knowledge may include:

repertoire

music history

instrument knowledge

music analyses and research

musical forms, systems, practices and customs

using written music notation to read and write music, such as:

acoustic and electronic scores

sheet music

chord charts

interpretation and/or writing of directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

music writing, copying, arranging or editing

sight reading

improvisation.

Aural skills may include:

instrument tuning

listening to adjust the sound in solo or group performance

aural imagination to identify and develop the musical materials

pattern and sequence recognition and memory

recognising music systems and practices

chords and keys in tonal or other musical systems

reproducing sequences from memory.

Assisting learners may involve:

communicating constructively with learners to maintain their interest and enthusiasm

providing specific exercises, and/or other appropriate learning materials to facilitate progress in controlling instrument/voice

demonstrating and rehearsing techniques for:

developing control and perception of pitch and timbre

developing accurate and fluent performance

providing supportive critical advice to develop confidence in performance and to foster self-esteem

instruction in the conventions and performance customs relevant to the area of music specialisation

facilitating critical self-listening to foster independent learning and improvement in technical skills.

Technical skills may include:

proficiency in instrumental/vocal performance

understanding of musical elements

scales and other routine exercises

facility with techniques to control and enhance music making

virtuosity to produce appropriate instrumental/vocal performance style and standard

compositional techniques appropriate to style of music making

technical requirements of specific instruments/voices for accurate and appropriate music making.

Equipment, instruments and accessories may include:

voice and other acoustic and electronic musical instruments

baton

scores

strings

reeds

mouth pieces

mallets/beaters

tuners, tuning forks and electronic tuners

electronic equipment

audio and video recordings

sound reinforcement equipment, such as:

microphones

amplifiers

mixers

cabling

lighting and lighting equipment

special effects devices.

Techniques to develop expressive skills may include:

discussing expressive options appropriate to learners' work

encouraging learners to consider interpretation in performance

discussing the forms of pieces with learners, appropriate to their age and stage of musical development as a way of exploring expressive possibilities and options

encouraging learners to experiment with phrasing and shaping pieces to broaden expressive style

encouraging learners to use dynamics, attack and appropriate tempi to shape the work

encouraging learners to listen critically and develop sensitivity to and appreciation of appropriate style and nuance in performance

teaching repertoire and contexts of interpretation

encouraging learners to listen to, read about, and critically discuss a range of music for their instrument/voice appropriate to their age and stage of musical development

encouraging learners to listen critically to and discuss a range of performance interpretations.

Techniques to develop performance presentation skills may include:

encouraging learners to attend, view or listen to performances as a way of critically appraising performance skills

ensuring that any repertoire intended for performance is always within the technical ability of learners

providing opportunities for learners to plan a performance program appropriate to their age and stage of musical development

including performance presentation outcomes in individual learning programs

creating opportunities for learners to prepare simulated auditions and to discuss each others' work

advising learners on protocols and customs for dress and presentation to enhance performance for an audience

discussing techniques for communicating with audiences to express musical ideas.

Facilitating knowledge of OHS issues may relate to:

demonstrating and consistently reinforcing safe performance practice, posture and use of appropriate sound levels, seating and lighting

advising learners of all specific safety issues relating to their instrument/voice

advising learners of specific safety issues relating to their performance and potential performance venues

advising learners on reasonable duration for practice sessions and rehearsal in the context of instrument played or voice

advising learners on safe and healthy conditions for practice, rehearsals and performances.

OHS techniques may relate to:

healthy posture

specific use of physique in relation to performance

specific instrumental performance, such as:

voice

percussion

brass

strings, including violin and guitar families

reeds and woodwind

keyboards

electronic

parts of the body, such as:

ears

trunk

shoulders

neck

arms

lips

tongue and larynx

eyes.

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
Develop learning programs that incorporate sound educational principles 
Assist learners to develop music knowledge appropriate to their level of musical development and requirements in area of specialisation 
Facilitate the development of learners' memory and aural skills 
Assist learners to develop technical skills in performance 
Demonstrate and rehearse techniques with learners for the care and maintenance of equipment, instruments and accessories 
Apply a range of techniques to develop expressive skills 
Where possible, allow time for learners to evaluate and perform music of their own choice in learning programs 
Encourage students to experiment with technology where appropriate to enhance performance outcomes 
Apply a range of techniques to develop performance presentation skills 
Facilitate knowledge of and a positive attitude to OHS 
Rehearse safe warming up strategies and other OHS techniques specific to the instruments/voice with learners 
Apply current knowledge of the industry and skill requirements in career counselling for learners 
Apply current knowledge of courses suiting the specific needs of learners when advising on future artistic directions 
Advise learners on how to prepare and present an appropriate and effective audition program 
Advise learners how to prepare audition tapes as required 
Plan and use strategies to assist learners to become self-directed, lifelong learners 
Plan and use evaluation indicators that are appropriate to the teaching practice and context to continuously evaluate outcomes 
Allow learners input into the evaluation plan in ways appropriate to their age and performance contexts 
Use appropriate, fair and consistent criteria to evaluate individual learners 
Involve individual learners in self-assessment and where appropriate in peer assessment 

Forms

Assessment Cover Sheet

CUSLED501A - Provide instrumental or vocal tuition
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

CUSLED501A - Provide instrumental or vocal tuition

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: