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

CUSMPF403A Mapping and Delivery Guide
Develop repertoire as part of a backup group

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMPF403A - Develop repertoire as part of a backup group
Description This unit describes the performance outcomes, skills and knowledge required to select and rehearse repertoire as part of a backup group.
Employability Skills Not applicable
Learning Outcomes and Application Musicians and vocalists who perform in backup groups apply the skills and knowledge outlined in this unit. Typically they are supporting solo artists and could be performing in any genre. In addition to contributing to the selection of 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 Not applicable
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: Clarify backup requirements
  • Confirm overall performance requirements in consultation with appropriate personnel
  • As required, become familiar with work of solo artist for whom backup is being provided
  • Confirm number and type of performers required in the backup group
  • Participate in organising members of backup group as required
  • Confirm nature and extent of own contribution to the backup group
  • Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated
       
Element: Select repertoire
  • Collaborate with appropriate personnel to select a range of items suited to the purpose of the performance and solo artist's style
  • Discuss pros and cons of items and agree on a program that provides balance and variety in line with performance requirements
  • Obtain final sign-off on program as required
       
Element: Rehearse repertoire
  • Use personal practice time to develop own instrumental or vocal technique to the standard required by the repertoire
  • Attend rehearsals punctually with required materials to hand
  • Perform repertoire pieces together as a group with solo artist as required
  • Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of rehearsals and quality of performance
  • Discuss and resolve technical or stagecraft issues in a positive and appropriate manner
  • Incorporate relevant advice about own performance as required to advance quality in performance
  • In collaboration with other members of the group identify areas that need to be improved and incorporate into personal practice sessions and rehearsals as required
       


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:

contribute to the selection of repertoire for at least three performances where the candidate is a member of a backup group

work cooperatively with members of a backup group to prepare for performances

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 rehearsals where the candidate is a member of a backup group

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

samples of work plans for rehearsals

case studies as a basis for discussion of issues and challenges that arise in the context of developing repertoire as part of a backup group.

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

CUSMPF401A Rehearse music for group performances

CUSMPF402A Develop and maintain stagecraft skills

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:

discuss repertoire requirements in a collaborative manner

collaborate effectively with other musicians and performers during rehearsals

provide constructive feedback on group performances to other members of the group

respond positively to constructive feedback on own performance in the group

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

responding to other players and/or vocalists 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 contributing to the development of repertoire that best meets the requirements of performances

learning skills in the context of:

improving music performance skills and expression through rehearsal

extending repertoire knowledge

technical skills sufficient touse a range of techniques on chosen instruments

Required knowledge

sound knowledge of:

range of genres and their musical forms and conventions in performance

solo or group performance protocols and customs in area of specialisation

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

issues and challenges that arise in the context of developing repertoire as part of a backup group

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.

Requirements may include:

time

venue

length of performance

content

ensemble size

improvisation

stagecraft aspects, including:

movement and actions

dress

make-up and hair styling

special effects

audience interaction

resources, including:

instruments

instrumental accessories

sound equipment

microphones

sheet music

music scores

music stands.

Appropriate personnel may include:

solo artist

musical director

producer

performer

technical crew

mentor

teacher

coach

tutor

conductor

agent.

Performers may include:

instrumentalists

vocalists

electronic music performers.

Purpose of the performance may be for:

general public

entertainment

concert

dance

corporate purposes

cultural purposes

marketing and promotion

a specific age group

educational purposes

schools or other institutions

special communities

special occasions

public and/or religious ceremonies

auditions

audio or video recordings.

Pros and cons of items may include:

technical facility required to perform items

ability of group members to perform pieces

length of item

potential for showcasing solo artist

potential for providing a varied program

potential for audience participation.

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 overall performance requirements in consultation with appropriate personnel 
As required, become familiar with work of solo artist for whom backup is being provided 
Confirm number and type of performers required in the backup group 
Participate in organising members of backup group as required 
Confirm nature and extent of own contribution to the backup group 
Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated 
Collaborate with appropriate personnel to select a range of items suited to the purpose of the performance and solo artist's style 
Discuss pros and cons of items and agree on a program that provides balance and variety in line with performance requirements 
Obtain final sign-off on program as required 
Use personal practice time to develop own instrumental or vocal technique to the standard required by the repertoire 
Attend rehearsals punctually with required materials to hand 
Perform repertoire pieces together as a group with solo artist as required 
Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of rehearsals and quality of performance 
Discuss and resolve technical or stagecraft issues in a positive and appropriate manner 
Incorporate relevant advice about own performance as required to advance quality in performance 
In collaboration with other members of the group identify areas that need to be improved and incorporate into personal practice sessions and rehearsals as required 

Forms

Assessment Cover Sheet

CUSMPF403A - Develop repertoire as part of a backup group
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

CUSMPF403A - Develop repertoire as part of a backup group

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: