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

CUSMPF505A Mapping and Delivery Guide
Perform improvisation for audiences

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMPF505A - Perform improvisation for audiences
Description This unit describes the performance outcomes, skills and knowledge required to perform improvisation for an audience as part of an ensemble. Critical to the success of performances that involve improvisation is the ability of all members of the group to work collaboratively and creatively together to embellish musical elements of chosen pieces.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 Improvisation skills are required by musicians in a range of musical genres and traditions, for example, jazz, blues, classical, folk and rock. Aural awareness and a thorough grounding in the practice of the chosen genre or musical tradition are required so that musicians are in a position to respond intuitively to musical elements as they seek to vary them spontaneously during performances. More complex skills associated with improvisation are covered in:CUSMPF604A Extend improvisation techniques.
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 ensemble improvisation
  • Confirm improvisation requirements in consultation with relevant personnel
  • Agree on strategies for clear communication within the group during the improvisation to allow the music to flow
  • Rehearse aspects of the performance as required
       
Element: Contribute to the work of ensemble
  • Ensure that own contribution extends and enhances the overall piece
  • Support and enhance the contribution of others to achieve best performance outcomes
  • Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble
       
Element: Contribute solo improvisation
  • Respond accurately to starting cues
  • Sustain musical impetus in the solo improvisation through dynamic use of musical elements
  • Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression
  • Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately
  • Provide a clear cue to the ensemble to finish the solo section
  • Ensure that the duration of the solo section accords with the custom and practice of the group and/or musical style
  • Acknowledge applause according to the custom and practice of the group and/or musical style
       
Element: Evaluate improvisation
  • Establish measures and methods that contribute to objective assessment for evaluating the success of the work in its context
  • Assess and confirm with appropriate people the extent to which the improvisation has explored fully its potential in terms of content, style and structure
  • Record performances where possible for evaluation purposes
  • Measure performance against previous performances to assess development of self and ensemble
  • Seek and use feedback to adjust performance
  • Analyse performance for its potential contribution to further work
  • Consider strengths and weaknesses to inform future performance
       


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 improvisations on at least three occasions using a range of improvisation styles in area of specialisation

respond creatively to cues

use aural imagination to develop musical materials

collaborate effectively with other members of a performance ensemble.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

performance opportunities as part of an ensemble

appropriate venue with adequate space and acoustic qualities

an audience

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 of performance where the candidate is performing an improvisation

written or oral questioning on the music structures of improvisation

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

relevant samples of artistic work with candidate's evaluation

authenticated details of relevant artistic and/or commercial achievements

video or audio recordings of performance or practice sessions where the candidate is performing an improvisation

case studies and scenarios as a basis for discussing issues about performing improvisations.

Guidance information for assessment

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

CUSMLT402A Articulate ideas about music

CUSMPF402A Develop and maintain stagecraft skills

CUSMPF506A Develop technical skills and expand repertoire.

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, listening and teamwork skills in the context of:

responding appropriately to aural and written cues

using aural imagination to develop and embellish themes in performance

working collaboratively with other members of the ensemble

giving and receiving constructive feedback on own performance and that of the group

technical skills in the context of:

demonstrating technical facility with the performance medium

using a range of improvisation techniques and styles in area of specialisation

using a variety of rhythms, time signatures, beat patterns and rhythmic styles in area of specialisation

initiative and creativity in the context of:

demonstrating originality and innovative approaches in improvisation

developing musical themes

listening critically to continuously evaluate and adjust the musical work

phrasing and shaping music appropriately

understanding and expressing appropriate musical nuance

applying appropriate styles or interpretation

working creatively with individual differences

responding appropriately to the unexpected in a live performance situation

self-management and learning skills in the context of:

monitoring and evaluating own improvisations

improving performance through experimentation and practice

responding appropriately to the pressures of performing live

Required knowledge

music knowledge, including:

well-developed understanding of chosen styles and genres and their musical forms and conventions for improvisation

chord schemes, rhythmic patterns and rhythmic conventions as they apply to improvisation

musical and performance protocols

issues and challenges that arise in the context of performing improvisations

OHS issues as they relate to performing live in a range of venues

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.

Improvisation requirements may include:

context

purpose

starting point

duration

scope

practice and rehearsal times.

Relevant personnel may include:

ensemble member

musical director

conductor

sound engineer.

Cues may include:

verbal

physical gestures

musical.

Musical elements may include:

melody

chords and chord progressions

intervals

harmony

rhythm

notes

chord-scale relationships

expression

motifs

tone.

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 improvisation requirements in consultation with relevant personnel 
Agree on strategies for clear communication within the group during the improvisation to allow the music to flow 
Rehearse aspects of the performance as required 
Ensure that own contribution extends and enhances the overall piece 
Support and enhance the contribution of others to achieve best performance outcomes 
Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble 
Respond accurately to starting cues 
Sustain musical impetus in the solo improvisation through dynamic use of musical elements 
Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression 
Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately 
Provide a clear cue to the ensemble to finish the solo section 
Ensure that the duration of the solo section accords with the custom and practice of the group and/or musical style 
Acknowledge applause according to the custom and practice of the group and/or musical style 
Establish measures and methods that contribute to objective assessment for evaluating the success of the work in its context 
Assess and confirm with appropriate people the extent to which the improvisation has explored fully its potential in terms of content, style and structure 
Record performances where possible for evaluation purposes 
Measure performance against previous performances to assess development of self and ensemble 
Seek and use feedback to adjust performance 
Analyse performance for its potential contribution to further work 
Consider strengths and weaknesses to inform future performance 

Forms

Assessment Cover Sheet

CUSMPF505A - Perform improvisation for audiences
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

CUSMPF505A - Perform improvisation for audiences

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: