ELEMENT

PERFORMANCE CRITERIA

1. Set professional development goals

1.1 In consultation with appropriate personnel, listen to recordings of own improvisations in the context of setting professional development goals

1.2 Discuss factors that contribute to excellence in improvisation and incorporate them into professional development goals as appropriate

1.3 Listen to the work of master improvisers and consider techniques that could be applied to own practice

1.4 Establish criteria for monitoring and evaluating the success of own skill development

1.5 Develop a practice plan that incorporates realistic goals as a basis for refining improvisation techniques

1.6 Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan

2. Use personal practice time to refine techniques

2.1 Experiment with and exploit repertoire to continuously refine improvisation techniques in both solo and group contexts

2.2 Develop confidence in own ability to create 'in the moment' responses to musical stimuli

2.3 Listen critically to own performance to assess strengths and weaknesses and adjust practice regime accordingly

2.4 Ensure that practice is undertaken with due consideration to personal health and safety

3. Perform improvisation before an audience

3.1 Support and enhance the contribution of others to achieve best performance outcomes

3.2 Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble

3.3 Respond accurately to starting cues when performing solo improvisation

3.4 Sustain musical impetus in improvisation through dynamic use of musical elements

3.5 Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression

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

3.7 Provide a clear cue to the ensemble to finish the solo section as required

3.8 Ensure that the duration of solo improvisations accord with the custom and practice of the group and/or musical style

3.9 Acknowledge applause according to the custom and practice of the group and/or musical style

4. Evaluate own skill development

4.1 View or listen to recordings of own performance to analyse technical and expressive aspects of own performance

4.2 Evaluate level of improvement in own improvisation techniques against agreed criteria

4.3 Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies

Required skills

communication, listening and teamwork skills in the context of:

responding appropriately to aural and written cues

using aural imagination to develop and embellish themes in performance

working collaboratively with other members of an ensemble

responding appropriately to constructive feedback on own performance

technical skills in the context of:

rhythmically developing solos

using a range of improvisation techniques and styles in area of specialisation

playing improvised solos that contain advanced harmonic, structural, melodic and rhythmic concepts

applying techniques to create forward motion

initiative and creativity in the context of:

demonstrating originality and innovative approaches in improvisation

developing musical themes and melodic motifs

listening critically to continuously evaluate and adjust the musical work

phrasing and shaping music appropriately

understanding and expressing appropriate musical nuance

applying appropriate styles or interpretation

working creatively with individual differences

responding appropriately to the unexpected in a live performance situation

self-management and learning skills in the context of:

setting professional development goals

monitoring and evaluating own improvisations

improving performance through experimentation and practice

responding appropriately to the pressures of performing live

Required knowledge

music knowledge, including:

well-developed understanding of chosen styles and genres and their musical forms and conventions for improvisation

historical conventions in relation to improvisation

chord schemes, rhythmic patterns and rhythmic conventions as they apply to improvisation

musical and performance protocols

issues and challenges that arise in the context of performing improvisations

OHS principles relevant to particular performance contexts, such as:

legislation

policies and best practice

hearing protection

protection of body against overuse injury

safe lifting practices

performance anxiety

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:

confidently perform improvisations using a range of advanced techniques

plan and monitor progress in own skill development

demonstrate an advanced level of musical decision making in an improvised context

respond positively to constructive feedback on own performance

collaborate effectively with other members of a performance ensemble.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

performance opportunities as part of an ensemble

appropriate venue with adequate space and acoustic qualities

an audience

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 performance where the candidate is performing an improvisation

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

process diary detailing practice planning, goals and strategies

written or oral questioning on technical development strategies, planning and career goals

relevant samples of artistic work with candidate's evaluation

authenticated details of relevant artistic and/or commercial achievements

video or audio recordings of performance or practice sessions where the candidate is performing an improvisation

case studies and scenarios as a basis for discussing issues about refining improvisation techniques.

Guidance information for assessment

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

CUSMLT601A Analyse music

CUSMLT602A Analyse harmony

CUSMPF602A Manage stagecraft aspects of performances

CUSMPF603A Refine performance techniques and expand repertoire.

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.

Appropriate personnel may include:

mentor

coach

peer

ensemble member

musical director

conductor.

Factors may include:

concept that improvisation is spontaneous composition or variation, a creative discovery

ability to react to stimuli immediately to changes needed to the music

ability to focus in the moment

confidence level

audience response

whether improvisation is a solo or group performance

musical style.

Techniques may include:

applying advanced harmonic knowledge to improvised solos

playing arpeggios on chord sequences containing extended chord structures

using appropriate note placement for the harmonic structure of advanced chord sequences

applying advanced chord substitution in an improvised solo

creating forward motion

targeting upper extensions in an improvised solo

vocal and instrumental sound production

physical dexterity and coordination

playing an extensive range of rhythms and rhythm patterns

controlling rhythms, including syncopation, rhythmic contrast and simultaneous cross rhythms

controlling tone colour across a wide dynamic range

phrasing and shaping performance in style and nuance

controlling dynamics

controlling performance at the required speed

integrating a range of elements in performance.

Criteria may include:

development of advanced harmonic, melodic and rhythmic concepts

increased range of improvisation techniques used

increased level of confidence in performing improvisation

audience response

increased positive feedback from mentors and ensemble members.

Repertoire may include:

complex pieces composed for the selected instrument

complex pieces or works specially arranged for the instrument in area of specialisation

diverse range of solo and ensemble pieces of varying levels of complexity and difficulty

works from a range of genres and styles.

Health and safety considerations may include:

correct posture to support facility and longevity in practice

ensuring that practice sessions are of reasonable duration to avoid fatigue

hearing protection

protection of body against overuse injury

safe lifting techniques

strategies to overcome performance anxiety, such as:

focussing on a single element or action at a time

relaxation techniques, such as meditation and deep breathing

focussing on patterns rather than individual notes

warm-up routines.

Cues may include:

verbal

physical gestures

musical.

Musical elements may include:

melody

chords and chord progressions

intervals

harmony

rhythm

notes

chord-scale relationships

expression

motifs

tone.