Singers and performers apply the skills and knowledge outlined in this unit to develop their appreciation of rhythm and vocal expression of songs and the playing of percussion instruments. The various styles and genres of music may include traditional, cultural, jazz, rock or contemporary. Performances could be in commercial, community or open space settings and performers may be performing solo or as members of an ensemble.
At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.
Not applicable.
1. Apply safe voice practices | 1.1. Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech 1.2. Apply correct physical posture and stance to enhance efficient breathing and voice production 1.3. Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing 1.4. Perform relaxation and warm-up routines suitable for the voice in performance 1.5. Follow procedures to minimise environmental impact on the environment 1.6. Follow OHS procedures |
2. Practise technical control and vocal range | 2.1. Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation 2.2. Explore personal potential by practising intricate arrays of singing sound through technical speech and voice exercises 2.3. Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range 2.4. Enhance vocal technique, harmony, accuracy and strength through regular practice |
3. Perform notes, chords and tetrachords of a major scale and its modes | 3.1. Determine the characteristics of a style or piece of music in terms of the way that musical elements are combined and manipulated or interpreted through voice and body movements 3.2. Develop a repertoire of basic music knowledge and appreciation to identify particular styles of composition and sounds 3.3. Read and interpret a set of notes in treble and bass clef and notes performed through singing 3.4. Identify a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music and reproduce through sound 3.5. Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals |
4. Play rhythmic music on percussion instruments | 4.1. Apply understanding of the relationships between the physical body, voice, posture and playing musical instruments when producing sound and singing 4.2. Identify the physical characteristics and parts of conventional and non-conventional percussion instruments and how they produce sound 4.3. Determine the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance 4.4. Maintain and care for instruments and store according to manufacturer requirements 4.5. Prepare the physical environment, instruments and voice in preparation for practice and performance 4.6. Implement a plan to develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments |
5. Sing in ensemble and solo | 5.1. Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble 5.2. Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments 5.3. Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs 5.4. Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound 5.5. Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance outcomes |
Required skills
communication skills to:
discuss aspects of music and singing for performance with relevant personnel
respond appropriately to feedback on own skill development and performance
initiative and enterprise skills to:
use imagery, visualisation or physical posture techniques to enhance the outcomes of the exercise program
interpret sound and musical expression from pieces of music
apply appropriate emotion and non-verbal communication in dramatic nuance to music and within the context of the music
listening skills to:
monitor and adjust intonation as required
use appropriate sound and tone production for instrument or voice
reproduce basic musical patterns
literacy skills to:
read and analyse various musical notations and texts or scripts for performance
record performance observations and self-evaluations as required
learning skills to:
improve skills through practice
demonstrate appropriate improvisational and impromptu responses during performances
self-management skills to:
arrive punctually at classes, rehearsals and performances
dress appropriately
follow procedures to minimise environmental impact of performance activities
develop a realistic and effective vocal exercise program
apply safe vocal practices
plan own practice time
technical and problem-solving skills to:
use basic percussion instrumental techniques
discriminate basic elements of pitch and rhythm
use chords and scales, forms, textures or other elements of musical organisation
teamwork skills to work collaboratively with others involved in classes and performances.
Required knowledge
overview knowledge of:
OHS standards as they apply to music and singing in performance in a range of environments
relationship between body movement, music and voice
various non-verbal communication or body language concepts
history, characteristics and parts of a range of percussion instruments
role of make-up and hairstyling in performance
theatre conventions
issues and challenges that arise in the context of preparing for performances
well-developed knowledge of:
principles of basic physiology and anatomy, including:
skeletal and muscular systems
cardiovascular and cardiorespiratory systems
circulatory systems
aural and visual systems
voice registration, resonance, diction and articulation training techniques
gender issues in voice and speech, such as:
body shape
size
muscular construction
sound production in selected instruments or voice
importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts
musical notation
musical rhythms, including:
time signatures
beat
tempo
syncopation.
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 music terminology correctly interpret basic notation and apply information to singing and playing percussion instruments demonstrate the accurate reproduction of musical elements and play simple rhythms on percussion instruments, solo and in ensemble sing in unison and in harmony in ensemble sing solo sing accompanied and a cappella. |
Context of and specific resources for assessment | Assessment must ensure access to: relevant instruments and equipment performance opportunities appropriate venue with adequate space and acoustic qualities. |
Method of assessment | A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit: direct questioning combined with review of portfolios of evidence third-party workplace reports of on-the-job performance evaluation of live or recorded performances verbal or written questioning to test knowledge as listed in the required skills and knowledge section of this unit case studies and scenarios as a basis for discussion of issues and challenges that arise in the context of employing music and singing in performance evaluation of candidate’s contribution to group discussion journal work, including recording and evaluating the exercise methodology, and evaluating the performance direct observation of candidate in rehearsals and performances. Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling). |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUAMPF302A Develop vocal techniques for use in performance CUAPRF304A Develop audition techniques CUAPRF306A Develop musical theatre techniques. |
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.
Anatomy and physiology may include: | articulators flexible front of the tongue larynx lips lungs middle or back of the tongue root of the tongue thoracic muscles trachea and muscles windpipe vocal folds within the larynx. |
Physical posture and stance | chest comfortably raised feet slightly apart flat abdomen head facing straight ahead hips rotated forward knees bent shoulders down and back spine aligned. |
Relevant personnel may include: | client musical director producer performer mentor teacher coach tutor conductor agent medical personnel psychologist. |
Factors | breathiness differences in individual size, such as: body features vocal cords genetic disorders lesions and growths speech impediments unhealthy behaviours, such as substance abuse. |
Factors that may inhibit | breath support mechanism mental concepts of depth that are related to tone quality physical sensations of depth in the body and vocal mechanism size of the inside of the mouth and the position of the palate and larynx. |
Warm-up routines may include: | deep breathing exercises, especially for abdominal breathing exercises to loosen mouth, such as: tongue lips soft palate exercises to loosen face muscles, such as: cheek eye jaw gentle open vowel singing maintaining good throat hydration with gentle gargling tongue twisters whole body relaxation exercises, such as: tai chi yoga vocalising exercises beginning in mid-range, before extending to upper and lower registers. |
Minimising environmental impact may relate to: | being aware of air quality and noise maintaining biodiversity and protecting habitat from damage maintaining sustainable environment, including using measures to reduce energy consumption, such as: light emitting diode (LED) lights or fluorescent light bulbs turning lights off when not in use recycling materials reducing water usage. |
OHS practices may include: | air control, inside and outside facilities wearing safe workwear awareness of own health status before and during activity awareness of repetitive movement, fatigue and prevention of injuries commitment to regular exercise to protect the body from injury gender-specific exercises to protect the body from injury identifying hazards and assessing risks lighting, heating and air-conditioning that meet regulations maintaining sufficient hydration identifying and addressing specific health implications, such as: smoking eating disorders sufficient and effective warm-up and cool-down techniques volume levels for self and others. |
Vocal techniques may include: | application of different vocal timbres breathing emphasis intonation maintaining vocal range, such as: upper register middle register lower register pace phrasing pitch placement resonance rhythm timing. |
Exercises may include: | acquiring vocal techniques, such as: legato staccato control of dynamics rapid figurations learning to comfortably sing wide intervals correcting vocal faults appropriate physical posture audibility, diction clarity, articulation and vocal placement developing: vocal strength stamina range projection flexibility developing breath control: setting up control period (suspension) controlled exhalation period (phonation) recovery period imagery or visualisation techniques to enhance performances study of acoustic phonetics. |
Musical elements may refer to: | simple pitch melody harmony rhythm dynamics timbre and texture performance practice notation. |
Conventional and non-conventional percussion instruments may include: | any object that produces a sound by: being hit with an implement being shaken, rubbed or scraped any other action that sets the object into vibration conventional, such as: cymbals drums non-conventional, such as: household items tools, e.g. anvil brake drums pipes clay. |
Physical environments may include: | audience instruments, such as: accessories adjust settings tuning music scores sound equipment venue demographics. |
Dramatic or emotive nuances may include: | physical posture and body language gestures and touch facial expression and eye contact environment and objects, such as: clothing props hairstyles symbols or graphics interpretation of emotion voice quality and speaking style vocal sounds, such as: grunts silence space timing. |
Non-verbal communication principles may include: | body language emotional vocal sounds, such as: grunts silence space time or timing eye contact facial expression gestures and touch physical posture voice quality and speaking style. |
Feedback may refer to: | audience feedback evaluation from teachers 360 degree feedback mentor relationship listening to own and others’ performances observations of performances. |
Performing arts - music performance
Not applicable.
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.