This unit builds on CUSMPF407A Develop vocal techniques. A higher level of competence in areas such as performance preparation and vocal techniques is required of singers as they seek regular professional performance opportunities.

ELEMENT

PERFORMANCE CRITERIA

Use personal practice time to refine skills

1. In consultation with appropriate personnel, identify strengths and weaknesses in own performance skills

2. Develop a practice plan and strategies that incorporate realistic goals as a basis for refining performance technique

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

4. Ensure that practice routine makes best use of resources

5. Use private practice to continuously develop technical control of voice to enhance musical expression and refine individual style

6. Experiment with and exploit repertoire and exercises to continuously refine technical accuracy

7. Listen critically to own performance to assess technical strengths and weaknesses and adjust practice regime accordingly

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

Plan repertoire to meet performance goals

9. Research new repertoire to identify pieces or works that advance performance scope and skills

10. Use opportunities to trial new work for peers and/or mentors and incorporate their critical feedback into private practice

11. Practise a range of pieces or works that focus on identified areas of technical development

12. Include new pieces from a range of repertoire for listening and private practice to identify options for repertoire development

Use technical skills to convey interpretive and expressive qualities in performance

13. Enhance the performance and emotional content of songs through creative use of vocal articulation and tone colours

14. Consistently and reliably demonstrate control of sound production across the range of repertoire for the selected musical style

15. Continually extend physical coordination and control over the voice to produce a highly accomplished standard of performance

16. Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument

Present a professional performance program to an audience

17. Write a program for the performance

18. Undertake appropriate psychological and vocal warm-up and warm-down activities to enhance short and long-term performance outcomes

19. Interpret songs from memory, improvisation or reading from charts or musical notation as required

20. Count in a band as required

21. Perform a range of songs in a fluent and confident manner to a professional performance standard

22. Use vibrato for a variety of musical effects as required

23. Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style

24. Recover errors in performance with minimum disruption to performance and audience experience

25. Maintain stage fitness to ensure a professional technical standard in performance

Evaluate technical skills in performance

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

27. Note areas for improvement and take action accordingly

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

Required skills

communication, teamwork and organisational skills sufficient to:

interpret music appropriately for performance

respond appropriately to constructive feedback on own performance

self-management and planning skills sufficient to:

plan own practice time

setprofessional development goals

identify areas of weakness and plan practice accordingly

investigate repertoire to contribute to the scope of programming and to continuously develop excellence in performance

listening skills sufficient to:

monitor and adjust intonation as required

develop a strong level of relative pitch

use appropriate sound and tone production

produce a controlled sound with variations in tone as required

initiative and enterprise skills in the context of:

producing sounds in a range of ways appropriate to selected musical style and repertoire

developing an increased awareness of the subtleties and variations of tone colour and their use in performance

adapting repertoire to own performance in area of specialisation

responding appropriately to the unexpected during performances

learning skills in the context of:

improving vocal techniques and expression through practice

expanding repertoire

using appropriate repertoire for technical development

technical skills sufficient to:

use a range of vocal techniques

produce planned sound consistently across a wide dynamic range

discriminate and adjust pitch to produce the required sound

Required knowledge

well-developed understanding of:

industry and musical terminology

human anatomy and physiology as they relate to the physical process of singing

qualities of vocal production belonging to each register (head, chest and falsetto)

techniques for caring for the voice

repertoire relevant to area of specialisation

issues and challenges that arise in the context of refining vocal techniques and performing before an audience

OHS principles as they apply to singing:

relevant legislation

preventative practice against damage to the voice

correct posture

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 present at least two performance programs of songs to a professional standard

do thorough vocal warm-ups and warm-downs

perform a 20-second messa di voce

plan and monitor progress in own skill development

respond positively to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure:

opportunities to present performance programs before an audience

access to suitable acoustic space

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

opportunities to demonstrate improvement in vocal techniques.

Method of assessment

The following assessment methods are appropriate for this unit:

observation of practice or performance sessions where the candidate is singing

written or oral questioning on technical development strategies, planning and goals with respect to refinement of vocal techniques

video and/or audio recordings of performances or practice sessions where the candidate is singing

self-evaluation sheets

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

samples of work plans for private practice sessions

case studies and scenarios as a basis to discuss issues and challenges that arise in the context of refining vocal techniques and performing before an audience.

Guidance information for assessment

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

CUSMPF501A Prepare a program for performance

CUSMPF601A Present a music performance

CUSMPF602A Manage stagecraft aspects of performances

CUSMPF604A Extend improvisation techniques.

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:

musical director

performer

mentor

teacher

coach

tutor

conductor

producer

agent

sound engineer.

Strategies may include:

working effectively with an appropriate tutor

practising as a performer

participating in relevant groups or associations

participating in professional development and other learning opportunities

attending master classes

attending performances

listening critically to a wide range of live and recorded music.

Techniques may include:

breathing

messa di voce

articulation, including:

tremolo

vibrato

legato

staccato

accents

doit

gliss

fall-off

plop

ghost note

growl

rip

bend

control of dynamics

rapid figurations

posture

projection.

Repertoire may include:

songs and tunes for solo performance

choral pieces

acapella pieces

improvisations on rhythmic, harmonic or melodic structures

own original work.

Resources may include:

performance space

instruments and equipment

time.

Exercises may include:

scales

arpeggios

breathing exercises to achieve good breath control and tone colour

exercises for developing techniques, such as:

negotiating one's way inaudibly through register breaks

modifying vowels at higher pitches

making informed choices about using glottal stops and diphthongs

embellishing a melody

improvising, e.g. scat singing

producing a constant tone on all vowels

comfortably singing wide intervals

correcting vocal faults.

Technical accuracy may relate to:

memorising repertoire, including:

melody

lyrics

keys and harmonic features, including chord progressions

guide tones

arpeggios

singing with a constant pure tone on all vowels

fluent performance of a variety of scat syllables which are appropriate to the repertoire and reflect the singer's personality and style

consistent vocal techniques in all registers

performing appropriate vowel modification in relation to diphthongs

performing jazz articulation

rhythms

tone colour

pitch and register

dynamics

phrasing.

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

focussing on patterns rather than individual notes

warm-up routines.

Factors to be considered when writing programs may include:

keys

styles and tempos of songs

musical performance devices, such as:

turnarounds

vamps

playoffs.

Psychological activities may include relaxation techniques, such as:

mind to muscle:

meditation

imagery/conscious visualisation

affirmations

stretching

deep breathing

light aerobic exercises.

Unit sector

Performing arts - music performance

This unit contains employability skills.