Application
This unit describes the skills and knowledge required to lead a group in ensemble or other musical performance.
It applies to individuals with the responsibility for motivating others to give their best in performance. Individuals apply a range of musicianship and managerial competencies, but are not expected to conduct musical performances.
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. Extend music techniques | 1.1 Adapt acquired techniques and technical skills to the context of the chosen style or playing environment to achieve best outcomes for self and others 1.2 Establish and undertake regular music practice sessions to maintain and develop techniques to meet musical leadership requirements 1.3 Develop intellectual and emotional response to, and understanding of, music through exposure to a wide range of stimuli 1.4 Focus listening skills in all musical experiences, and use analysis of content and musical intent to enhance musical knowledge 1.5 Develop aural memory, and exercise consistently in all musical experiences 1.6 Analyse a range of works to develop broad and specialised repertoire knowledge for self and others |
2. Facilitate the expression of ideas and concepts in performance | 2.1 Adapt, combine and integrate techniques, disciplines and skills to enable the appropriate physical expression of concepts during performance 2.2 Focus and project interpretive response to relevant performers 2.3 Demonstrate spatial awareness in a range of playing areas, and give directions to achieve best performance outcomes for self and others 2.4 Observe work health and safety (WHS) principles in rehearsals and performances 2.5 Develop stagecraft skills by evaluating and using the physical components of performance |
3. Evaluate performances | 3.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of performances 3.2 Document the outcome of debriefing sessions 3.3 Reflect on own performance, and note areas for improvement 3.4 Incorporate audience responses and peer feedback on performances into evaluations |
4. Enhance professional practice | 4.1 Identify professional development opportunities in consultation with relevant people 4.2 Participate in professional development activities to improve work performance and maintain currency of industry knowledge 4.3 Use industry affiliations and strategic alliances to support and maintain professional practice 4.4 Seek and apply feedback from others to improve own technical and conceptual skills |
Evidence of Performance
Evidence of the ability to:
carry out activities to extend own techniques, technical skills, musical leadership skills and aural skills
provide musical leadership in rehearsal and performance, including:
providing directions to others
observing health and safety requirements
using stagecraft skills
improve performances through ongoing evaluation.
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 the music skills and expertise required to provide musical leadership in performance
explain repertoire knowledge and stagecraft skills required to provide musical leadership in performance
describe ways to enhance professional practice
describe challenges that typically arise in the context of providing musical leadership in performance, and explain how they might be overcome
describe work health and safety requirements and procedures in relation to performing.
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
scores, charts or other written music resources
participants, such as performers and technical crew
appropriate performance venues 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 | 1.2, 4.1-4.4 | Organises and implements own musical learning and development strategies |
Writing | 3.2 | Records results of meetings using clear language and an appropriate layout for ease of future reference |
Oral Communication | 1.4, 1.5, 1.6, 2.2, 2.3, 3.1, 4.1, 4.4 | Uses clear and appropriate language to liaise with others Uses questioning and listening skills to clarify understanding Derives meaning from aural sources of information |
Navigate the world of work | 2.4, 4.2 | Understands the purpose of own role and associated responsibilities Follows work health and safety (WHS) principles |
Interact with others | 2.2, 2.3, 3.1, 4.1, 4.4 | Works collaboratively with group to achieve shared goals Selects and uses appropriate communication and practices for a range of people |
Get the work done | 1.1-1.3, 1.6, 2.1, 2.3, 3.3, 3.4, 4.1, 4.3, 4.4 | Plans and implements a range of tasks related to both practice and performances Uses analytical skills to evaluate performance and feedback and decide on improvements to the creative process |
Sectors
Performing arts – music performance