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

CUSMPF401A Mapping and Delivery Guide
Rehearse music for group performances

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMPF401A - Rehearse music for group performances
Description This unit describes the performance outcomes, skills and knowledge required to rehearse for a group performance.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 Musicians and vocalists in all genres need to rehearse prior to performances. In addition to knowing their repertoire and being able to perform to the required standard, they must also be disciplined enough to arrive at rehearsals on time and participate in a collaborative way with other members of the group. They are also expected to hone their skills in private practice time outside rehearsals.
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: Prepare for rehearsals
  • Confirm rehearsal requirements with relevant personnel
  • Confirm repertoire for performance and materials and equipment required at rehearsals
  • Confirm that rehearsals are of reasonable length and include appropriate breaks to allow for the physical needs of performers
  • Confirm that facilities and equipment provide an environment that is safe and conducive to learning and performance
  • Discuss and negotiate changes to rehearsal arrangements with relevant personnel as required
       
Element: Prepare own performance for rehearsal in private practice
  • Identify and implement strategies for developing rehearsal skills
  • Allocate sufficient private practice time to prepare individual performance to the required standard
  • Where required, ensure that sight reading will be performed accurately and to the required standard
  • Develop instrumental or vocal technique to the standard required by the repertoire
  • Identify and remedy areas of deficiency in the performance repertoire
       
Element: Participate in rehearsals
  • Attend rehearsals punctually with required materials to hand
  • Respond promptly and accurately to directions as required
  • Take and give cues reliably, promptly, accurately and sensitively
  • Communicate problems or issues that are relevant to the group in a constructive and timely manner, reflecting an understanding of the group and the achievement of rehearsal outcomes
  • Maintain effective eye contact with the director and/or other ensemble players where appropriate to ensure a cohesive performance
  • Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of the rehearsal and quality of performance
  • Discuss and resolve technical or other problems in a positive and appropriate manner
  • Incorporate relevant advice about own playing as required to advance quality in performance
       
Element: Perform to the required professional standard in rehearsal
  • Identify, interpret and prepare musical line within the overall work to the standard required for performance
  • Integrate own part within overall presentation to advance best performance outcomes
  • Contribute to a shared response to work and adjust playing to the performing group style
  • Adapt contribution to the performing group and the particular context as required
  • Recognise and support the contribution of other artists appropriately
  • Respect the working methods, personalities and special needs of other performers
  • Harness and pace energy during the process to enable sustained input and consistent performance quality
  • Apply listening skills to continuously evaluate and adjust own work
  • Apply music knowledge to enhance own performance
       
Element: Contribute to a rehearsal culture
  • Prepare own instrument, music and/or equipment in time to meet the demands of the rehearsal schedule
  • Establish and maintain empathy and rapport in performance with all members of the group to advance performance outcomes
  • Refine own interpretation through appropriate interaction with other performance participants
  • Support all performers to encourage artistic commitment
       


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 on chosen instrument in at least three rehearsals

listen effectively for and adjust intonation and nuance in performance

apply interpretation and expression skills

communicate effectively with other performers to achieve the required standard of performance.

Context of and specific resources for assessment

Assessment must ensure:

access to appropriate instruments, equipment and rehearsal space

opportunities to rehearse

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 recording of candidate during rehearsals

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

evaluation of documented discussion of time-management strategies with the candidate

relevant samples of artistic work with candidate's evaluation of rehearsal planning

samples of work plans for rehearsal

case studies as a basis for discussion of issues, methods and strategies in rehearsing music for performance.

Guidance information for assessment

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

CUSMPF302A Prepare for performances

CUSMPF402A Develop and maintain stagecraft skills

CUSMPF403A Develop repertoire as part of a backup group

CUSMPF404A Perform music as part of a group.

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 teamwork skills sufficient to:

interpret music appropriately for rehearsals and performances

recognise and support the contribution of other artists appropriately

collaborate effectively with other artists during rehearsals according to agreed schedule

listening skills in the context of:

listening critically to the performance of others

listening critically to and adjusting own performance to achieve the required sound

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

responding to other players and adjusting own performance accordingly

self-management and planning skills sufficient to:

plan practice time prior to rehearsals

arrive punctually at rehearsals

initiative and enterprise skills in the context of:

experimenting with a variety of musical interpretations

understanding and expressing appropriate musical nuance

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

technical and problem-solving skills sufficient to:

use a range of instrumental techniques in selected area of specialisation

tune instrument to achieve intonation

use a variety of rhythms and rhythmic styles relevant to specialisation

use appropriate chords and scales, forms, textures or other elements of musical organisation in performance for selected area of specialisation

Required knowledge

sound knowledge of:

range of genres and their musical forms and conventions in performance

solo or group performance protocols and customs in selected area of specialisation

technical requirements of relevant instruments for accurate and appropriate performance in selected area of specialisation

issues and challenges that typically arise in the context of rehearsals

OHS practices, procedures and standards as they apply to using musical instruments and 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.

Rehearsal requirements may include:

duration

frequency

schedule

procedures

pre-rehearsal preparation

venues

musical context

artistic and commercial objectives

other people involved in rehearsals.

Relevant personnel may include:

performers

ensemble members

presenters

artists

musical directors

conductors

tutors

mentors

sound engineers.

Repertoire may include:

movements and/or pieces appropriate to the selected instrument

improvisation on specific/harmonic structures

songs and tunes

own original pieces

traditional patterns.

Materials and equipment may include:

instruments and accessories

scores, charts, tapes and CDs

pencils to make notes or mark music scores

electrical equipment

sound enhancement

music and/or microphone stands

electronic hardware and software for performance relevant to selected area of specialisation

music-recording equipment

special-effects devices.

Strategies for developing rehearsal skills may include:

listening to and learning from a musical director and performance peers

participating in a range of rehearsals in selected area of specialisation

participating in professional development and other learning opportunities in selected area of specialisation

attending performances in selected area of specialisation

being involved in a range of music-making activities

studying performance techniques in a range of styles in selected area of specialisation.

Listening skills may include:

tuning instrument

aural imagination to explore interpretation options

pattern and sequence recognition and memory in selected area of specialisation

reproducing sequences from memory

recognising music systems and practices in selected area of specialisation

chords and keys in tonal or other musical systems in selected area of specialisation

listening to own and others' performance in an ensemble to guide and adjust own work

effective musical interaction with other members of the ensemble.

Music knowledge may include:

repertoire in selected area of specialisation

using vocabulary relevant to area of music specialisation

instrument knowledge in selected area of specialisation

musical forms, systems, practices and customs in selected area of specialisation

reading and writing music using written music, sheet music and chord charts relevant to selected area of specialisation

interpretation of directions relevant to selected area of specialisation for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

following solo and ensemble protocols in selected area of specialisation

following rehearsal and performance protocols in selected area of specialisation

improvisation in performance using aural cues only where relevant to selected area of specialisation

chord and melodic formulae in selected area of specialisation.

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
Confirm rehearsal requirements with relevant personnel 
Confirm repertoire for performance and materials and equipment required at rehearsals 
Confirm that rehearsals are of reasonable length and include appropriate breaks to allow for the physical needs of performers 
Confirm that facilities and equipment provide an environment that is safe and conducive to learning and performance 
Discuss and negotiate changes to rehearsal arrangements with relevant personnel as required 
Identify and implement strategies for developing rehearsal skills 
Allocate sufficient private practice time to prepare individual performance to the required standard 
Where required, ensure that sight reading will be performed accurately and to the required standard 
Develop instrumental or vocal technique to the standard required by the repertoire 
Identify and remedy areas of deficiency in the performance repertoire 
Attend rehearsals punctually with required materials to hand 
Respond promptly and accurately to directions as required 
Take and give cues reliably, promptly, accurately and sensitively 
Communicate problems or issues that are relevant to the group in a constructive and timely manner, reflecting an understanding of the group and the achievement of rehearsal outcomes 
Maintain effective eye contact with the director and/or other ensemble players where appropriate to ensure a cohesive performance 
Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of the rehearsal and quality of performance 
Discuss and resolve technical or other problems in a positive and appropriate manner 
Incorporate relevant advice about own playing as required to advance quality in performance 
Identify, interpret and prepare musical line within the overall work to the standard required for performance 
Integrate own part within overall presentation to advance best performance outcomes 
Contribute to a shared response to work and adjust playing to the performing group style 
Adapt contribution to the performing group and the particular context as required 
Recognise and support the contribution of other artists appropriately 
Respect the working methods, personalities and special needs of other performers 
Harness and pace energy during the process to enable sustained input and consistent performance quality 
Apply listening skills to continuously evaluate and adjust own work 
Apply music knowledge to enhance own performance 
Prepare own instrument, music and/or equipment in time to meet the demands of the rehearsal schedule 
Establish and maintain empathy and rapport in performance with all members of the group to advance performance outcomes 
Refine own interpretation through appropriate interaction with other performance participants 
Support all performers to encourage artistic commitment 

Forms

Assessment Cover Sheet

CUSMPF401A - Rehearse music for group 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

CUSMPF401A - Rehearse music for group 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: