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

CUSMPF408A Mapping and Delivery Guide
Develop performance techniques on a second instrument

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMPF408A - Develop performance techniques on a second instrument
Description This unit describes the performance outcomes, skills and knowledge required to develop performance techniques on an instrument other than the primary instrument. While techniques for playing instruments may be completely different, the underpinning music knowledge that needs to be applied in performance remains the same.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 Proficiency in a second instrument provides musicians with the flexibility to play in different combinations and allows a band or ensemble to extend the range of its repertoire.
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 of the second instrument
  • In consultation with appropriate personnel, compare features and characteristics of second instrument with those of primary instrument
  • Plan development of performance technique in a way that builds on existing techniques and skills that can be applied to mastering the second instrument
  • Develop control of the range and scope of instrument and apply to performance
  • Explore capability of instrument in line with repertoire requirements
       
Element: Maintain and care for the instrument
  • Use appropriate methods to care for, move, use and store the instrument securely
  • Set up and/or warm up the instrument in preparation for practice and performance
  • Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes
  • Tune the instrument appropriately to the required standard and tuning conventions
       
Element: Use practice time to develop performance technique
  • In consultation with appropriate personnel, plan practice sessions aimed at developing techniques and overcoming technical challenges
  • Apply music knowledge to facilitate development of performance technique
  • Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness
  • Plan repertoire to advance performance skills
  • Use good posture and appropriate finger, hand and/or 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 play pieces from a range of repertoire
  • Perform all work following agreed tempi and musical markings where relevant
  • Use appropriate techniques to achieve sound control, accurate intonation, and variations in sound and tone as required
       
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
       


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 at least three pieces that demonstrate an ability to achieve the required sound on an instrument other than the primary one

use aural discrimination to monitor and adjust own performance to achieve the required sound

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 relevant instrument and equipment

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 playing an instrument other than the primary one

written or oral questioning on technical development strategies, planning and goals with respect to developing performance technique on a second instrument

video and/or audio recordings of performances or practice sessions where the candidate is playing an instrument other than the primary one

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 performance technique on a second instrument.

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

discuss characteristics of different instruments in the context of developing performance technique on a second instrument

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

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

use appropriate sound and tone production for instrument

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 music performance skills and expression through practice

applying relevant existing skills and knowledge to the task of developing performance technique on a second instrument

technical and problem-solving skills sufficient to:

use a range of instrumental techniques

tune instrument to achieve intonation

use a variety of rhythms and rhythmic styles relevant to specialisation

Required knowledge

sound 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

issues and challenges that arise in the context of developing performance technique on a second instrument

OHS principles as they apply to performing:

relevant legislation

policies and best practice relevant to particular performance contexts

preventative practice against overuse injury and hearing damage

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

conductor

sound engineer.

Instruments may include:

acoustic or electronic instruments

voice

stringed

keyboards

wind

percussion

brass

plucked.

Techniques may include:

bowing

embouchure

plucking and picking

fingering

pedalling

drumming

physical coordination

ability to play rhythms and rhythm patterns

ability to play chords and chord patterns

ability to reproduce pieces from written notation, chord charts and/or aural memory and imitation.

Range and scope of instruments may include:

tone colour

articulation

physical attributes and components

control and contrast

sound production

dynamics and volume

pitch, register and tessitura

specific effects available using a range of attacks

other acoustic or electronic effects.

Capability of an instrument may include:

application to a range of music-making activities and outcomes in selected area of specialisation

scope and potential for solo or group performance in selected area of specialisation

adaptability

size of instrument

history in performance and customs of established performance tradition.

Repertoire may include:

pieces appropriate to the selected instrument

improvisations on rhythmic, harmonic or melodic structures

songs and tunes

traditional patterns

own original work.

Accessories may include:

reeds

strings

plectrums

mouth pieces

sticks, mallets, brushes and beaters

stands

pedals

microphones

amplifiers

samplers

mixers

enhancers.

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.

Music knowledge may include:

repertoire

instruments

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

range of triads, chords or rhythms

breathing exercises to achieve good breath control and tone colour

bowing techniques to increase fluency, variety and coordination

embouchure to achieve correct tone production and a well-centred sound

fingering patterns with appropriate phrasing, articulation and dynamics

hand and foot patterns

plucking and picking patterns and exercises

drumming exercises with hands, mallets and beaters

pedalling.

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, compare features and characteristics of second instrument with those of primary instrument 
Plan development of performance technique in a way that builds on existing techniques and skills that can be applied to mastering the second instrument 
Develop control of the range and scope of instrument and apply to performance 
Explore capability of instrument in line with repertoire requirements 
Use appropriate methods to care for, move, use and store the instrument securely 
Set up and/or warm up the instrument in preparation for practice and performance 
Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes 
Tune the instrument appropriately to the required standard and tuning conventions 
In consultation with appropriate personnel, plan practice sessions aimed at developing techniques and overcoming technical challenges 
Apply music knowledge to facilitate development of performance technique 
Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness 
Plan repertoire to advance performance skills 
Use good posture and appropriate finger, hand and/or 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 play pieces from a range of repertoire 
Perform all work following agreed tempi and musical markings where relevant 
Use appropriate techniques to achieve sound control, accurate intonation, and variations in sound and tone as required 
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 

Forms

Assessment Cover Sheet

CUSMPF408A - Develop performance techniques on a second instrument
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

CUSMPF408A - Develop performance techniques on a second instrument

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: