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

CUSMPF506A Mapping and Delivery Guide
Develop technical skills and expand repertoire

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUSMPF506A - Develop technical skills and expand repertoire
Description This unit describes the performance outcomes, skills and knowledge required to refine instrumental techniques and expand the range of practical performance repertoire.
Employability Skills Not applicable
Learning Outcomes and Application This unit builds on CUSMPF405A Develop instrumental techniques, and can apply to a first or second instrument. A higher level of competence in areas such as performance preparation, craft skills and musicianship is required of musicians as they seek more performance opportunities. They can be expected to show a real commitment to improving their skills and to expanding their repertoire in ways that allow them to demonstrate higher levels of technical and expressive skills. A willingness to act on feedback from colleagues and mentors is also essential.
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: Use technical control in performing music
  • Use control of the physical characteristics of chosen instrument to perform music skilfully
  • Use technical control to exploit the expressive qualities of chosen instrument in performance
  • Control sound production to achieve consistency and reliability in performance across a wide range of repertoire in selected musical style
       
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 or 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 techniques and expand repertoire
  • In consultation with appropriate personnel, plan practice sessions, strategies and exercises aimed at extending techniques and expanding repertoire
  • Use repertoire or specific technical exercises to address specific needs
  • Apply developing experience of the physical relationship with the instrument to achieve individual style and extend musical expression
  • Listen to own work critically to produce accurate intonation and tone colour across a wide dynamic range
  • Use good posture and appropriate finger, hand and/or body positions to perfect technical facility and ensure healthy performance habits
  • Monitor progress in skill development against personal goals and adjust practice sessions accordingly
       
Element: Apply refined skills to perform a wider range of pieces
  • Interpret music appropriately to play a range of repertoire for solo and ensemble performance using appropriate rhythm, expression and tuning
  • Use a variety of instrumental techniques to perform a range of repertoire appropriate to the selected area of music specialisation
  • Control intonation, rhythm, tempo, expression, phrasing and nuance appropriate to the repertoire and musical style
  • Evaluate own performances and note areas for future improvement
  • Seek feedback on own performance from appropriate personnel and incorporate their ideas and suggestions into strategies for continuously improving own skills and knowledge
       


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:

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

demonstrate fluent performance on the selected instrument in area of specialisation

monitor progress in own skill development

expand repertoire in area of specialisation

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

opportunities to demonstrate improvement in technical skills and expansion of repertoire.

Method of assessment

The following assessment methods are appropriate for this unit:

observation of practice or performance

written or oral questioning on technical development strategies, planning and goals

video and/or audio recordings of performances or practice sessions

self-evaluation sheets

samples of work plans for private practice sessions, including monitoring of progress against goals

case studies and scenarios as a basis to discuss issues associated with technical skill development and expansion of repertoire.

Guidance information for assessment

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

CUSIND401A Develop specialist expertise in the music industry

CUSMLT501A Refine aural-perception skills

CUSMPF401A Rehearse music for group performances

CUSMPF505A Perform improvisation for audiences.

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

set 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 or voice

produce a controlled sound with variations in tone as required

apply acoustic principles to own playing

initiative and enterprise skills in the context of:

producing sounds in a range of ways appropriate to selected musical style and repertoire

developing an increased awareness of the subtleties and variations of tone colour available on chosen instrument and their use in performance

learning skills in the context of:

improving music performance skills and expression through practice

expanding repertoire

technical and problem-solving skills sufficient to:

use a range of instrumental techniques on a first or second instrument

tune instrument to achieve intonation

play an extensive range of scales, rhythms or chord patterns in selected area of specialisation

produce planned sound consistently across a wide dynamic range

discriminate and adjust pitch to produce the required sound

Required knowledge

acoustic principles relevant to selected instrument and area of specialisation

instrument parts, applications, range, capabilities, care and maintenance

repertoire relevant to the selected instrument and area of specialisation

issues and challenges that arise in the context of refining technical skills and expanding repertoire

OHS principles relevant to particular performance contexts, such as:

legislation

policies and best practice

hearing protection

protection of body against overuse injury

safe lifting practices

performance anxiety

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.

Instruments may be first or second instruments and may include:

acoustic or electronic

voice

stringed

keyboards

wind

tuned and untuned percussion

brass

plucked.

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.

Appropriate personnel may include:

musical director

performer

mentor

teacher

coach

tutor

conductor

sound engineer.

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.

Exercises may be aimed at developing:

ability to play a wide range of scales, triads, arpeggios, chords or rhythms

varied tone colour

bowing techniques to achieve good phrasing and a range of articulation options

embouchure to achieve good tone production across the range and special techniques

fingering patterns to achieve required phrasing, articulation and dynamics

posture appropriate to good sound production and OHS principles

hand and/or foot patterns

plucking and picking patterns

drumming expertise with mallets and beaters

pedalling techniques

microphone techniques.

Techniques may involve:

instrumental/vocal sound production

physical coordination

improvisation

sight reading

playing a range of pieces in different styles in area of specialisation

playing a wide range of rhythms, time signatures and rhythm patterns in area of specialisation

playing a wide range of chords and chord patterns in area of specialisation

using a range of keys, scales and chord sequences

adjusting tone colour through:

instrumental attack

techniques for sound production

a range of accessories

electronic sound enhancers

interaction between the player and the instrument

use of performer's physique

improving aural memory.

Repertoire may include:

solo pieces

ensemble pieces

improvised pieces.

Needs may include:

working on identified technical weaknesses

extending rhythmic accuracy

performing a wide range of techniques appropriate to the style of music

refining physical facility

ensuring skilful control of the instrument across an extensive range of repertoire.

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
Use control of the physical characteristics of chosen instrument to perform music skilfully 
Use technical control to exploit the expressive qualities of chosen instrument in performance 
Control sound production to achieve consistency and reliability in performance across a wide range of repertoire in selected musical style 
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 or 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, strategies and exercises aimed at extending techniques and expanding repertoire 
Use repertoire or specific technical exercises to address specific needs 
Apply developing experience of the physical relationship with the instrument to achieve individual style and extend musical expression 
Listen to own work critically to produce accurate intonation and tone colour across a wide dynamic range 
Use good posture and appropriate finger, hand and/or body positions to perfect technical facility and ensure healthy performance habits 
Monitor progress in skill development against personal goals and adjust practice sessions accordingly 
Interpret music appropriately to play a range of repertoire for solo and ensemble performance using appropriate rhythm, expression and tuning 
Use a variety of instrumental techniques to perform a range of repertoire appropriate to the selected area of music specialisation 
Control intonation, rhythm, tempo, expression, phrasing and nuance appropriate to the repertoire and musical style 
Evaluate own performances and note areas for future improvement 
Seek feedback on own performance from appropriate personnel and incorporate their ideas and suggestions into strategies for continuously improving own skills and knowledge 

Forms

Assessment Cover Sheet

CUSMPF506A - Develop technical skills and expand repertoire
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

CUSMPF506A - Develop technical skills and expand repertoire

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: