- CUSMPF102A - Develop ensemble skills to perform simple musical parts
CUSMPF102A
Develop ensemble skills to perform simple musical parts
Application
People with little or no musical experience apply the skills and knowledge outlined in this unit. Typically they would be performing in community workshops, one-off or short programmes of musical instruction, and in remote communities.
Prerequisites
Not applicable
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Prepare to perform simple musical parts | 1.1 Set up equipment, tune instrument and confirm requirements with relevant personnel 1.2 Set instrument to appropriate volume as directed 1.3 Sit or stand and warm up for performance as directed |
2. Perform simple musical parts | 2.1 Perform notated or memorised musical part at appropriate volume 2.2 Take cues from relevant personnel to start and end musical part 2.3 Take cues as required for entry and exit points of musical part |
3. Improve own performance | 3.1 Seek feedback on own performance from relevant personnel 3.2 Consider and note aspects of own performance that could be improved 3.3 Respond positively to constructive feedback from others on own performance and take action to improve as required |
Required Skills
Required skills |
communication, teamwork and organisational skills sufficient to: interpret music at a basic level for performance practice respond appropriately to constructive feedback on own performance plan own practice time self-management and learning skills sufficient to: follow ensemble protocol and musical instruction improve performance skills through practice and rehearsal technical skills sufficient to: perform simple pieces on chosen instrument as part of an ensemble tune instrument to achieve intonation |
Required knowledge |
basic understanding of music structures, styles and forms basic understanding of OHS procedures in relation to performing in a range of environments |
Evidence Required
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: follow ensemble protocol follow musical instruction. |
Context of and specific resources for assessment | Assessment must ensure: access to appropriate repertoire, instrumentation and sheet/recorded music access to an appropriate performance space use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
Method of assessment | The following assessment methods are appropriate for this unit: direct observation of the candidate performing simple musical parts in an ensemble situation video or audio recordings of candidate's performance or practice sessions written or oral questioning to assess knowledge of ensemble protocol. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF101A Develop skills to play or sing music. |
Range Statement
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. | |
Equipment may include: | chairs electronic tuners music stands PA system and microphones percussion instruments stringed instruments wind instruments. |
Relevant personnel may include: | musical director performer mentor teacher coach tutor conductor sound engineer. |
Warm up may include: | chords physical stretching scales vocal scales. |
Cues may include: | notation in music score body movement musical verbal or written. |
Sectors
Performing arts - music performance
Employability Skills
People with little or no musical experience apply the skills and knowledge outlined in this unit. Typically they would be performing in community workshops, one-off or short programmes of musical instruction, and in remote communities.
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.