ELEMENT

PERFORMANCE CRITERIA

1. Apply music knowledge to improvisation

1.1 In a learning environment develop an understanding of musical elements that lend themselves to embellishment in the context of improvisation

1.2 Develop aural-recognition skills sufficient to practise simple improvisation in chosen area

1.3 Seek feedback on own skill development from relevant personnel

1.4 Listen critically to live and recorded improvised music as a way of exploring different improvisation techniques

2. Practise improvisation

2.1 Develop improvisation techniques in chosen area

2.2 Improvise around musical elements suited to chosen area

2.3 Memorise repertoire as required

2.4 Seek feedback on own skill development from relevant personnel and refine techniques

3. Perform simple solo improvisation

3.1 Rehearse aspects of ensemble performance as required

3.2 Respond accurately to starting cues

3.3 Sustain musical impetus in the solo improvisation through dynamic use of musical elements

3.4 Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately

3.5 Observe ensemble customs and protocols during performance

3.6 Provide a clear cue to the ensemble to finish the solo section

3.7 Seek feedback on own performance from relevant personnel and refine improvisation techniques

Required skills

communication and teamwork skills sufficient to:

respond appropriately to aural cues

interpret music appropriately for improvisation

work collaboratively with others to develop own improvisation skills

respond positively to constructive advice from teachers and peers

self-management and planning skills sufficient to:

plan own practice time

set realistic personal goals

memorise repertoire as required

initiative and enterprise skills in the context of developing a creative approach to improvisation

learning skills in the context of improving improvisation skills through practice

technical skills sufficient to perform simple improvisation on chosen instrument

Required knowledge

broad understanding of:

chosen genres and their musical forms and conventions for improvisation

instrumental combinations in selected area of specialisation

phrasing and shaping music appropriately

techniques for expressing appropriate musical nuance

musical elements listed in the range statement

musical vocabulary

issues and challenges that typically arise in the context of developing improvisation skills

OHS practices, procedures and standards as they apply to using musical instruments and performing in a range of environments

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:

perform simple solo improvisation in chosen area on a number of occasions

work collaboratively with members of an ensemble when developing improvisation skills.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments

opportunities to perform improvisation as part of an ensemble

use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

Method of assessment

The following assessment methods are appropriate for this unit:

observation of practice and/or performance

written or oral questioning on the music structures of improvisation

video and/or audio recordings of performances or practice sessions

written or oral questioning to test knowledge as listed in the required knowledge section of this unit

case studies and scenarios as a basis for discussing issues in performance of improvisation

portfolios or other documentation that demonstrate the processes used in improvisation.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUSMLT301A Apply knowledge of genre to music making

CUSMLT302A Develop and apply aural-perception skills

CUSMPF301A Develop technical skills in performance

CUSMPF303A Contribute to backup accompaniment.

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.

Learning environment may include:

school

college

private tuition

rehearsal.

Musical elements may include:

melody

chords and chord progressions

intervals

harmony

rhythm

notes

chord-scale relationships

expression

motifs

tone.

Areas may include:

genre, such as:

blues

folk

rock

jazz

classical

any musical instrument

voice.

Relevant personnel may include:

ensemble member

mentor

teacher

coach

tutor

musical director.

Techniques may include:

variation of previous elements

two-chord progressions

32-bar standards

arpeggios on chord sequences

note placement

intermediate chord substitution

theme and variation

forward motion

harmonic riffs

forming coherent melodic lines

creating contrasting motif lines

mixing chord tones and scales

single chromatic approaches

double chromatic approaches.

Cues may include:

verbal

physical gestures

musical.