Application
This unit describes the skills and knowledge required to extend elementary skill development in singing or playing a musical instrument, and to perform simple repertoire as part of an ensemble.
It applies to individuals with some musical experience who perform in an ensemble. In this performance context an understanding of group dynamics is essential since members of the group need to develop a rapport with each other as they practise and play together.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Research ensemble playing | 1.1 Use appropriate strategies to investigate different types of ensembles and instrument combinations 1.2 Discuss ensemble protocols and different roles within the ensemble including accompaniment and solo playing 1.3 Discuss, with appropriate people, issues and challenges that arise in the context of playing in an ensemble, and how to address them 1.4 Confirm own role and that of others in ensemble |
2. Use group practice time to develop performance skills | 2.1 Discuss practices for safe set up and warm up for group practice sessions 2.2 Select repertoire suited to the performance skills of ensemble members guided by a teacher or mentor 2.3 Practise performing pieces together as a group, taking and giving cues as required 2.4 Discuss musical structure, style and form with group members and appropriate people and determine performance arrangement 2.5 Identify areas that need to be improved and incorporate into practice sessions as required in collaboration with other members of the group |
3. Perform short, simple pieces as part of an ensemble | 3.1 Perform warm-up routines as required 3.2 Take and give cues and contribute to a cohesive performance 3.3 Synchronise own playing or singing with that of other performers 3.4 Maintain accuracy in own musical entries and exits throughout the performance 3.5 Apply listening skills and adjust own playing or singing as necessary to achieve required sound 3.6 Comply with work health and safety requirements in practice sessions and performances 3.7 Review how well the group played together and agree on ways to improve performances |
Evidence of Performance
Evidence of the ability to:
safely set up and warm up for practices and performances
collaborate with other members of an ensemble to confirm roles, repertoire and protocols
perform proficiently as a member of a group before an audience on at least two occasions
follow or give cues as necessary
contribute to evaluations of group performances.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Evidence of Knowledge
To complete the unit requirements safely and effectively, the individual must:
describe types of ensembles, instrument combinations and protocols
describe ensemble repertoire including musical structure, style, form and arrangement
describe listening skills as they apply to performing in an ensemble
outline issues and challenges that arise in the context of performing in an ensemble and ways they may be addressed
outline work health and safety practices as they apply to performing in an ensemble.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:
relevant instruments, equipment and music resources
opportunities to perform before an audience
appropriate venue with adequate space and acoustic qualities for rehearsals and performances.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 2.5, 3.7 | Demonstrates some awareness of learning needs, and begins to plan and manage the learning process |
Reading | 1.1 | Recognises and interprets textual information from song/music lists |
Oral Communication | 1.2-1.4, 2.1-2.5, 3.2, 3.3, 3.5, 3.7 | Participates in verbal exchanges of ideas/solutions and draws on active listening strategies Listens to and follows instructions related to performance requirements |
Numeracy | 2.4, 3.4 | Comprehends the mathematical structure within musical pieces and interprets and performs them accurately |
Navigate the world of work | 1.4, 2.1, 3.1, 3.6 | Understands how own role fits with the wider group Complies with relevant legislative requirements |
Interact with others | 1.2-1.4, 2.1-2.5, 3.2, 3.7 | Collaborates with others to achieve shared goals |
Get the work done | 1.1-1.4, 2.1-2.5, 3.1-3.5, 3.7 | Plans and implements tasks required to develop ensemble skills Follows directions of others Makes decisions directly related to own role |
Sectors
Performing arts – music performance