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

CUSMPF203A Mapping and Delivery Guide
Develop ensemble skills for playing or singing music

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMPF203A - Develop ensemble skills for playing or singing music
Description This unit describes the performance outcomes, skills and knowledge required to extend elementary skill development in singing or playing a musical instrument and to perform simple repertoire as part of an ensemble.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 who perform in an ensemble apply the skills and knowledge outlined in this unit. In this performance context an understanding of group dynamics is essential since members of the group need to develop a rapport with each other as they practise and play together.More complex skills associated with ensemble performance are covered in:CUSMPF404A Perform music as part of a group.
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: Develop an understanding of ensemble playing
  • In a learning environment, develop an understanding of the different types of ensembles and instrument combinations
  • With appropriate personnel, discuss issues and challenges that arise in the context of playing in an ensemble
  • Confirm own role in ensemble
       
Element: Use group practice time to develop performance skills
  • Guided by a teacher or mentor, select repertoire suited to the performance skills of ensemble members
  • Practise performing pieces together as a group
  • In collaboration with other members of the group identify areas that need to be improved and incorporate into practice sessions as required
       
Element: Perform short, simple pieces as part of an ensemble
  • Perform warm-up routines as required
  • Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively
  • Synchronise own playing or singing with that of other performers
  • Maintain accuracy in own musical entries and exits throughout the performance
  • Apply listening skills and adjust own playing or singing as necessary to achieve required sound
  • Comply with OHS principles in practice sessions and performances
  • After performances, collaboratively and constructively assess how well the group played together and agree on ways to improve 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:

perform proficiently as a member of a group before an audience on at least two occasions

collaborate effectively with other members of the group during performances

participate constructively in evaluations of group performances.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

opportunities for musical collaboration in performances before an audience

appropriate venue with adequate space and acoustic qualities

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:

observation or video recordings of performances in which the candidate is a member of an ensemble

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 discussing issues and challenges that arise in the context of performing in an ensemble.

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

CUSMPF201A Play or sing simple musical pieces

CUSMPF202A Incorporate music technology into performance

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:

contribute to discussions about suitable repertoire for the ensemble

collaborate effectively with other members of the group during performances

respond appropriately to constructive feedback on own performance

contribute constructive planning skills sufficient to:

arrive punctually at group practice sessions

allow sufficient time for warm-up prior to performances

listening skills sufficient to:

monitor and adjust intonation as required

recognise intervals, chords, scales and chord progressions in selected area of specialisation

use appropriate sound and tone production for instrument or voice

adjust own playing or singing in line with requirements of ensemble performance

initiative and enterprise skills in the context of:

producing sounds in a range of ways appropriate to the ensemble repertoire

responding appropriately to the unexpected during performances

learning skills in the context of improving music performance skills and expression through practice

technical and problem-solving skills sufficient to:

use a range of instrumental techniques on either a first or second instrument

use a variety of rhythms and rhythmic styles relevant to specialisation

Required knowledge

broad understanding of:

industry, repertoire and musical terminology

acoustic principles relevant to selected instrument and area of specialisation

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

group and solo performance protocols and customs

issues and challenges that arise in the context of performing in an ensemble

OHS practices, procedures and standards as they apply to performing in a range of environments

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.

Types of ensembles may include:

jazz:

duo

trio

quartet

larger

rock and pop line-ups:

lead vocals, bass guitar, drums and percussion

lead vocals, bass guitar, lead guitar, keyboards, backing vocals, drums and percussion

lead vocals, lead guitar, rhythm guitar, backing vocals, bass guitar, DJ, synthesiser, drums and percussion

classical chamber music:

duet

trio

quartet

quintet

sextet

septet

octet

nonet.

Instruments may be:

acoustic or electronic

voice

stringed

keyboards

wind

percussion

brass

plucked.

Appropriate personnel may include:

musical director

performer

mentor

teacher

coach

tutor.

Issues and challenges may include:

interaction with other ensemble members:

showing respect for the skills of others

synchronising playing

offering constructive feedback on group performance

responding positively to constructive feedback on own performance

contributing to a cohesive performance

listening critically to own and others' performance

adjusting own playing to achieve the required sound.

Listening may include:

tuning instrument

recognising music systems and practices

chords and keys in tonal or other musical systems

reproducing sequences from memory

adapting own performance to the overall performance of the group

listening critically to own performance

responding to other players in performance.

OHS principles may include:

industry practice and legislation

posture

appropriate hearing and volume levels for self and others

electrical hazards

length of performance and practice sessions

preventative practice against overuse injury.

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
In a learning environment, develop an understanding of the different types of ensembles and instrument combinations 
With appropriate personnel, discuss issues and challenges that arise in the context of playing in an ensemble 
Confirm own role in ensemble 
Guided by a teacher or mentor, select repertoire suited to the performance skills of ensemble members 
Practise performing pieces together as a group 
In collaboration with other members of the group identify areas that need to be improved and incorporate into practice sessions as required 
Perform warm-up routines as required 
Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively 
Synchronise own playing or singing with that of other performers 
Maintain accuracy in own musical entries and exits throughout the performance 
Apply listening skills and adjust own playing or singing as necessary to achieve required sound 
Comply with OHS principles in practice sessions and performances 
After performances, collaboratively and constructively assess how well the group played together and agree on ways to improve performances 

Forms

Assessment Cover Sheet

CUSMPF203A - Develop ensemble skills for playing or singing music
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

CUSMPF203A - Develop ensemble skills for playing or singing music

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: