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

CUSMPF201A Mapping and Delivery Guide
Play or sing simple musical pieces

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMPF201A - Play or sing simple musical pieces
Description This unit describes the performance outcomes, skills and knowledge required to prepare for and perform a simple musical sequence or piece.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 People with some musical experience apply the skills and knowledge outlined in this unit. They are performing in situations that allow them to extend elementary skills in singing or playing a specific musical instrument.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Performing arts - music performance
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: Explore the range and capability of chosen instrument or voice
  • Explore the physical characteristics of instrument or voice in music making
  • Explore the scope, capability and sound characteristics of instrument or voice in music making
  • Explore a range of ways in which sound can be produced in line with selected musical style and repertoire
       
Element: Maintain and care for instrument
  • Use appropriate methods and cleaning products to care for, move, use and store instrument and accessories
  • Set up and/or warm up instrument or voice in preparation for practice and performance
  • Tune instrument appropriately and seek feedback from relevant personnel to confirm accuracy of tuning
       
Element: Use personal practice time to develop skills
  • Listen to own work carefully to develop intonation, harmonies and/or rhythm, and seek feedback from relevant personnel to guide practice
  • Use personal practice to develop physical facility and confidence with instrument or voice
  • Use good posture and appropriate finger, hand and/or body positions to develop technical facility and maintain healthy performance habits
  • Develop listening skills to recognise and identify pitch, rhythm, instrumentation and musical style
       
Element: Perform short pieces
  • Guided by a teacher or mentor, plan activities and physical exercises to expand capacity to perform a range of short, simple pieces and a range of notes, rhythms and/or chord patterns
  • Listen to the work of professional musicians to identify own goals and evaluate own work against those goals
  • Play or sing short, simple pieces and/or accompaniments using rhythmic control and tuning
  • Perform all work following agreed tempi
  • Apply listening skills in playing or singing short, simple pieces or accompaniments
  • Comply with OHS principles in practice sessions and performances
       


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 the physical capacity and coordination required to play or sing simple pieces

respond appropriately to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

suitable physical and acoustic environment

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

Method of assessment

The following assessment methods are appropriate for this unit:

direct observation of candidate in practice sessions or performances

testimonial from individual tutors

video or audio recordings of candidate's performance or practice sessions

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

Guidance information for assessment

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

CUSMLT201A Develop and apply musical ideas and listening skills

CUSMPF202A Incorporate music technology into performance

CUSMPF203A Develop ensemble skills for playing or singing music

CUSMPF204A Play music from simple written notation.

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, teamwork and organisational skills sufficient to:

interpret music at a basic level for performance practice

respond appropriately to constructive feedback on own performance

plan own practice time and setskill-development goals

listening skills sufficient to:

monitor and adjust intonation as required

use appropriate sound and tone production for instrument or voice

reproduce basic musical patterns

learning skills in the context of:

using printed or audio tutoring resources

improving skills through practice

technical and problem-solving skills sufficient to:

use a basic range of techniques on chosen instrument

tune instrument to achieve intonation

discriminate pitch and produce the required sound

discriminate rhythm

reproduce musical patterns

Required knowledge

basic understanding of:

repertoire relevant to selected instrument or voice

musical terminology

acoustic principles relevant to selected instrument or voice

instrument parts, applications, range, capabilities, care and maintenance

performance and instrumental protocol and customs in selected musical style and repertoire

OHS practices, procedures and standards as they apply to performance practice

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.

Instruments may include:

acoustic or electronic

voice

stringed

keyboards

wind

percussion

brass

plucked.

Scope of an instrument may include:

tone colour:

instrumental attack

range of accessories

interaction between player and instrument

performer's physique

voice production

sound production

effects

dynamics and volume

pitch, register and tessitura

specific effects available using a range of attacks.

Capability of an instrument may include its:

application to a range of music-making activities and outcomes

scope and potential for solo or group performance

adaptability

size.

Repertoire may include:

short, simple pieces appropriate to the selected instrument

song forms and their relevant components, such as:

riffs

sequences

rhythm patterns

pieces composed for or by the performer.

Accessories may include:

reeds

strings

plectrums

mouth pieces

sticks, mallets, brushes and beaters

stands

pedals

microphones

amplifiers

samplers

mixers

enhancers, such as pitch and tone modulators.

Tuning an instrument may involve:

adjusting:

pitch

tone colour

oral tract, including lip pressure and intensity of breath

position of the diaphragm and larynx

sound production

diameter or other instrumental dimensions, such as:

length of strings

tautness of skins

length of tubing or pipes

embouchure

settings of the instrument and relevant accessories

using:

appropriate tuning options

tuning keys or other tuning implements, such as tuning forks and electronic tuners

pitch pipes

electronic pitch or frequency controls

other musicians.

Relevant personnel may include:

musical director

performer

colleague

mentor

teacher

coach

tutor

family member.

Facility with instrument or voice may include:

physical coordination in one or more of:

tonguing

fingering

plucking

beating

pedalling

vocal technique

attack

dynamics

tempi

intonation

sound production

rhythms and rhythm patterns

chords and chord patterns

melodic patterns.

Exercises may include:

exercises to develop physical coordination in performing music in simple scales, arpeggios, chords or rhythms

exercises to improve breath control

bowing techniques to help coordinate finger action and bowing movements

exercises to develop embouchure

systematic fingering patterns

systematic hand and foot patterns

systematic plucking and picking patterns and exercises

drumming exercises

pedalling exercises

vocal exercises for pitch and articulation.

OHS principles include:

relevant practice or legislation

hearing and noise reduction strategies

length of performance and practice sessions

correct posture.

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
Explore the physical characteristics of instrument or voice in music making 
Explore the scope, capability and sound characteristics of instrument or voice in music making 
Explore a range of ways in which sound can be produced in line with selected musical style and repertoire 
Use appropriate methods and cleaning products to care for, move, use and store instrument and accessories 
Set up and/or warm up instrument or voice in preparation for practice and performance 
Tune instrument appropriately and seek feedback from relevant personnel to confirm accuracy of tuning 
Listen to own work carefully to develop intonation, harmonies and/or rhythm, and seek feedback from relevant personnel to guide practice 
Use personal practice to develop physical facility and confidence with instrument or voice 
Use good posture and appropriate finger, hand and/or body positions to develop technical facility and maintain healthy performance habits 
Develop listening skills to recognise and identify pitch, rhythm, instrumentation and musical style 
Guided by a teacher or mentor, plan activities and physical exercises to expand capacity to perform a range of short, simple pieces and a range of notes, rhythms and/or chord patterns 
Listen to the work of professional musicians to identify own goals and evaluate own work against those goals 
Play or sing short, simple pieces and/or accompaniments using rhythmic control and tuning 
Perform all work following agreed tempi 
Apply listening skills in playing or singing short, simple pieces or accompaniments 
Comply with OHS principles in practice sessions and performances 

Forms

Assessment Cover Sheet

CUSMPF201A - Play or sing simple musical pieces
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

CUSMPF201A - Play or sing simple musical pieces

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: