Application
This unit describes the skills and knowledge required to perform as an accompanist to complement the performance of solo performers or groups, such as choirs.
It applies to individuals who may be a solo accompanist on the piano or another instrument.
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. Prepare to perform accompaniment | 1.1 Discuss and confirm artistic vision and expected performance outcomes with appropriate people 1.2 Confirm own status and contribution to performance concept, ensuring that own artistic and professional integrity are maintained 1.3 Confirm that accompaniment is within own technical and artistic level of ability 1.4 Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins 1.5 Confirm availability and attend scheduled rehearsals punctually 1.6 Take direction from and maintain support for the principal artist(s) in rehearsals 1.7 Establish rehearsal and performance conditions that are ergonomically appropriate and allow for reasonable rest breaks in line with work health and safety (WHS) principles 1.8 Develop and use strategies to overcome the effects of performance anxiety |
2. Provide accompaniment for performers | 2.1 Collaborate with appropriate people, and apply music knowledge to adapt music appropriately for the content and context of the performance 2.2 Ensure that musical emphasis of the accompaniment underpins and enhances the performance 2.3 Play and replay accompaniment exactly to guide performers as required 2.4 Maintain energy levels, concentration and focus throughout rehearsals and performances |
3. Interact with performers | 3.1 Take and give cues to contribute to a coherent performance 3.2 Listen, monitor and adjust playing to the needs of performer(s) and the context of activity, and to maintain balance throughout the performance 3.3 Respond sensitively to performers’ emotional states and artistic requirements to ensure planned performance outcomes are achieved 3.4 Support performer(s) to deal with contingencies during performances by altering accompaniment to cover any irregularities 3.5 Maintain own conduct and appearance appropriate to the performance context |
4. Evaluate performance | 4.1 Contribute to evaluation of the performance 4.2 Evaluate own performance as accompanist, and note areas for future improvement 4.3 Seek feedback on own performance from appropriate people, and incorporate suggestions into strategies for improving own accompaniment skills |
Evidence of Performance
Evidence of the ability to:
perform proficiently as an accompanist before an audience on at least three occasions, including:
listening effectively while accompanying to adjust musical aspects to match and balance with solo performer or performers
adapting accompaniment prior to and during performance as necessary
taking and giving cues
evaluate own performance and use feedback from others to identify areas for improvement.
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 accompaniment performance protocols and customs
describe key technical and personal requirements needed by accompanists
describe techniques to overcome performance anxiety
describe strategies for improving own accompaniment skills
outline issues that arise in the context of performing as an accompanist, and explain how they might be overcome
outline work health and safety (WHS) principles relevant to performing as an accompanist.
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 equipment
opportunities to accompany performers before an audience
appropriate venue with adequate space and acoustic qualities.
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 | 4.2, 4.3 | Plans, implements and adjusts processes as required to achieve learning outcomes |
Writing | 4.2, 4.3 | Documents strategies in suitable format for personal use |
Oral Communication | 1.1, 1.2, 1.6, 2.1, 2.2, 3.1-3.3, 4.1, 4.3 | Uses clear and appropriate language to liaise with others, listening and responding appropriately to feedback and direction to ensure best possible outcome |
Navigate the world of work | 1.1-1.3, 1.5, 1.7, 2.3, 3.2, 3.5 | Understands the purpose of own role and associated responsibilities, and how they contribute to the work of others in the immediate work context Follows safety protocols and procedures |
Interact with others | 1.1, 1.2, 1.6, 2.1, 2.4, 3.1, 3.3, 4.1, 4.3 | Works collaboratively to identify and complete task requirements |
Get the work done | 1.2-1.8, 2.1-2.4, 3.1-3.4, 4.3 | Plans and prioritises a range of tasks, including practice and performances Uses innovative techniques to organise work and support the creative process Evaluates feedback and applies problem solving processes to determine solutions and improvements |
Sectors
Performing arts – music performance