Application
This unit describes the skills and knowledge required to use music technology as a creative tool in performance.
It applies to musicians and artists who use audio software applications and sensor/gesture based electronic instruments to manipulate a performance while it is happening.
Interactive technology can be applied in all musical genres and styles, from electronic dance music DJs, to solo or ensemble performances, to experimental sound sculptures and installations.
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. Generate ideas for enhancing performances | 1.1 Research ways in which interactive technologies can be applied to music performances 1.2 Listen to or view recordings of performances where interactive technologies have been used, as a way of generating ideas in relation to own music practice 1.3 Collaborate with appropriate people to explore ideas for incorporating interactive technology into planned performances 1.4 Identify factors that may affect how interactive technology can be incorporated into planned performances, and adjust ideas accordingly |
2. Prepare interactive elements | 2.1 Set up instruments and equipment in accordance with work health and safety (WHS) principles and product instructions 2.2 Use features of relevant software and/or electronic devices to generate a sample of interactive elements required for performances 2.3 Discuss and evaluate the effectiveness of work in progress with appropriate people 2.4 Incorporate feedback and new ideas into the preparation of interactive elements as required 2.5 Review and test interactive elements, and make necessary adjustments 2.6 Confirm plan for use of interactive technology in own performance |
3. Integrate interactive elements | 3.1 Implement plan for incorporating interactive technology elements in performance 3.2 Respond to contingencies to maintain the integrity of the performance 3.3 Interact professionally with fellow performers, stage management and other artistic, venue, studio and organisational staff as required 3.4 Take and give cues to contribute to a cohesive performance |
4. Review performances | 4.1 Assess contribution of interactive technology to performance in discussion with appropriate people 4.2 Develop strategies for improving application of interactive technology in future performances |
Evidence of Performance
Evidence of the ability to:
explore ways to use interactive technologies
develop and present at least two technology based interactive music performances, demonstrating the fusion of interactive technology and music performance
collaborate with others involved in the performances
identify ways to improve use of interactive technology.
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:
explain ways in which interactive technology can be used in music performances
describe equipment and software used for incorporating interactive technology into music based performances and the range of effects achieved
outline challenges that typically arise in the context of incorporating interactive technology into music based performances, and explain how they might be overcome
describe work health and safety (WHS) principles relevant to use of interactive technology in performance.
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 and technology based equipment and software
suitable performance space.
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 |
Reading | 1.1, 1.4 | Evaluates research to identify areas that can be explored further and incorporated into performance |
Oral Communication | 1.2, 1.3, 2.3, 3.3, 3.4, 4.1 | Participates in a verbal exchange of ideas/solutions, and uses detailed and clear language to contribute information and express requirements |
Navigate the world of work | 2.1, 3.3 | Contributes to roles and responsibilities of self and others |
Interact with others | 1.3, 2.3, 3.3, 3.4, 4.1 | Collaborates with others about the creative process Selects and uses appropriate practices and protocols to communicate with a range of people |
Get the work done | 1.1-1.4, 2.2, 2.4, 2.5, 2.6, 3.1, 3.2, 4.1, 4.2 | Plans and implements complex tasks, including addressing defects and breakdowns, to achieve required goals Develops new and innovative ideas through exploration and analysis Uses analytical skills to evaluate options and make decisions Uses digital technologies and applications to enhance music-based performances |
Sectors
Performing arts – music performance