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

CUSMPF407A Mapping and Delivery Guide
Develop vocal techniques

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMPF407A - Develop vocal techniques
Description This unit describes the performance outcomes, skills and knowledge required to develop vocal techniques. It covers developing control of the range of scope of own voice, techniques to enhance vocal quality and health, as well as strategies for developing the technical skills required to perform a range of repertoire with confidence.
Employability Skills Not applicable
Learning Outcomes and Application Vocalists apply the skills and knowledge outlined in this unit. They could be singing in a range of contexts, such as soloists, backup singers or in a choir. More complex skills associated with vocal techniques are covered in:CUSMPF605A Develop advanced vocal techniques.
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: Explore the range of own voice
  • In consultation with appropriate personnel, develop an understanding of the human voice
  • Develop control of the range and scope of voice and apply to performance
  • Explore repertoire options that best fit own voice and vocal style
       
Element: Care for own voice
  • Develop an understanding of physical problems that can afflict the voice
  • In consultation with appropriate personnel, discuss ways to avoid physical problems and strategies for addressing problems if they arise
  • Develop regular voice warm-up routines to do prior to practice sessions and performances
       
Element: Use practice time to develop vocal techniques
  • In consultation with appropriate personnel, plan practice sessions and strategies aimed at developing vocal techniques, overcoming technical challenges and developing the confidence to perform before an audience
  • Apply music knowledge to facilitate development of vocal techniques
  • Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness
  • Memorise repertoire to advance performance skills
  • Use good posture and appropriate body positions to maintain technical facility and healthy performance habits
  • Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required
       
Element: Perform pieces
  • Use activities and physical exercises to sing pieces from a range of repertoire
  • Accurately and confidently perform all work following agreed tempi and musical markings where relevant
  • Use vocal articulation and tone colours to enhance the performance and emotional content of songs
       
Element: Evaluate own performance
  • Listen to the work of other musicians to set performance goals and evaluate own performance against those goals
  • Act on constructive feedback from relevant personnel on own performance and level of skill development
  • Identify ancillary skills that would enhance own performance as a singer and plan skill development accordingly
       


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:

confidently perform at least three songs that demonstrate an ability to achieve the required sound

do vocal warm-ups and warm-downs

perform a 10-second messa di voce

learn and practise to improve own performance

respond positively to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure:

access to suitable acoustic space

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:

observation of practice or performance sessions where the candidate is singing

written or oral questioning on technical development strategies, planning and goals with respect to developing vocal techniques

video and/or audio recordings of performances or practice sessions where the candidate is singing

self-evaluation sheets

samples of work plans for private practice sessions

case studies and scenarios as a basis to discuss issues and challenges that arise in the context of developing vocal techniques.

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

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, teamwork and organisational skills sufficient to:

interpret music appropriately for performance practice

respond appropriately to constructive feedback on own performance

self-management and planning skills sufficient to:

plan own practice time

setskill-development goals

identify areas of weakness and plan practice accordingly

listening skills sufficient to:

monitor and adjust intonation as required

develop a sense of relative pitch

use appropriate sound and tone production

produce a controlled sound with variations in tone as required

initiative and enterprise skills in the context of producing sounds in a range of ways appropriate to selected musical style and repertoire

learning skills in the context of:

improving vocal techniques and expression through practice

using knowledge of relative pitch to analyse and memorise repertoire

technical skills sufficient touse a range of vocal techniques

Required knowledge

sound understanding of:

industry and musical terminology

human anatomy and physiology as they relate to the physical process of singing

qualities of vocal production belonging to each register

techniques for caring for the voice

repertoire relevant to area of specialisation

issues and challenges that arise in the context of developing vocal techniques

OHS principles as they apply to singing:

relevant legislation

preventative practice against damage to the voice

correct posture

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.

Appropriate personnel may include:

musical director

performer

mentor

teacher

coach

tutor.

Aspects of the human voice to consider may include:

vocal sound production

articulation

waveforms

harmonic content

vocal formats

pitch

singing formats

spoken and sung sounds

timbre

vocal range:

soprano

mezzosoprano

alto

contralto

tenor

baritone

bass

register:

flageolet

falsetto

modal.

Range and scope may include:

vocal weight

vocal tessitura

vocal transition points

tone colour

articulation

control and contrast

dynamics and volume

pitch and register

potential for solo or group performance

potential for singing in different musical styles.

Repertoire may include:

songs and tunes for solo performance

choral pieces

acapella pieces

improvisations on rhythmic, harmonic or melodic structures

own original work.

Physical problems may include:

vocal fold problems, such as:

bowed vocal folds

cysts

atrophy

granuloma

paralysis

paradoxical vocal fold motion

chronic cough

chronic hoarseness

laryngeal papilloma

muscle function dysphoria

reflux

vocal nodules

vocal papilloma

vocal polyps

voice misuse.

Ways to avoid physical problems may include:

conducting vocal warm-ups and warm-downs

not performing when sick

knowing own role well

resting before and after performances

knowing when to stop talking or singing

avoiding the use of performance-enhancing medication

getting help sooner than later if problems start to appear.

Strategies may include:

working effectively with an appropriate tutor

practising as a performer

participating in relevant groups or associations

participating in professional development and other learning opportunities

attending master classes

attending performances

listening critically to a wide range of live and recorded music.

Techniques may include:

breathing

messa di voce

articulation, including:

tremolo

vibrato

legato

staccato

accents

gliss

fall-off

ghost note

bend

control of dynamics

rapid figurations

posture

projection.

Music knowledge may include:

repertoire

music analyses and research in selected area of specialisation

musical forms, systems, practices and customs

reading and writing music using written music, sheet music and chord charts

interpretation of directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

solo and ensemble protocols for rehearsals and performances

improvisation in performance using aural cues only

chord and melodic formulae.

Exercises may include:

scales

arpeggios

breathing exercises to achieve good breath control and tone colour

exercises for developing techniques, such as:

negotiating one's way through register breaks

modifying vowels at higher pitches

making informed choices about using glottal stops and diphthongs

embellishing a melody

improvising, e.g. scat singing

producing a constant tone on all vowels

comfortably singing wide intervals

correcting vocal faults.

Memorising repertoire may involve:

melody

lyrics

keys

guide tones

arpeggios.

Ancillary skills may include:

dancing

acting

applying make-up

hair styling

song writing

playing an instrument

accurately pronouncing a foreign language.

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 consultation with appropriate personnel, develop an understanding of the human voice 
Develop control of the range and scope of voice and apply to performance 
Explore repertoire options that best fit own voice and vocal style 
Develop an understanding of physical problems that can afflict the voice 
In consultation with appropriate personnel, discuss ways to avoid physical problems and strategies for addressing problems if they arise 
Develop regular voice warm-up routines to do prior to practice sessions and performances 
In consultation with appropriate personnel, plan practice sessions and strategies aimed at developing vocal techniques, overcoming technical challenges and developing the confidence to perform before an audience 
Apply music knowledge to facilitate development of vocal techniques 
Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness 
Memorise repertoire to advance performance skills 
Use good posture and appropriate body positions to maintain technical facility and healthy performance habits 
Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required 
Use activities and physical exercises to sing pieces from a range of repertoire 
Accurately and confidently perform all work following agreed tempi and musical markings where relevant 
Use vocal articulation and tone colours to enhance the performance and emotional content of songs 
Listen to the work of other musicians to set performance goals and evaluate own performance against those goals 
Act on constructive feedback from relevant personnel on own performance and level of skill development 
Identify ancillary skills that would enhance own performance as a singer and plan skill development accordingly 

Forms

Assessment Cover Sheet

CUSMPF407A - Develop vocal techniques
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

CUSMPF407A - Develop vocal techniques

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: