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Evidence Guide: CUAMPF101 - Develop skills to play or sing music

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUAMPF101 - Develop skills to play or sing music

What evidence can you provide to prove your understanding of each of the following citeria?

Become familiar with chosen instrument or voice

  1. Use appropriate methods and cleaning products to care for, move and store instrument and accessories
  2. Identify how the physical characteristics of the instrument or voice, and the performer, affect the sound they produce, in consultation with colleagues or teachers
  3. Explore the range, capability and sound characteristics of chosen instrument or voice
  4. Listen to live or recorded music featuring the chosen instrument or voice, and discuss with colleagues and/or teacher how sounds and effects are achieved
  5. Set goals for own skill development in consultation with relevant people
Use appropriate methods and cleaning products to care for, move and store instrument and accessories

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify how the physical characteristics of the instrument or voice, and the performer, affect the sound they produce, in consultation with colleagues or teachers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explore the range, capability and sound characteristics of chosen instrument or voice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Listen to live or recorded music featuring the chosen instrument or voice, and discuss with colleagues and/or teacher how sounds and effects are achieved

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Set goals for own skill development in consultation with relevant people

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare to play instrument or sing

  1. Set up instrument or warm up voice as required
  2. Tune instrument with assistance from relevant people as required
  3. Experiment with different techniques to adjust the elements of pitch, rhythm, volume and sound colour (including timbre, articulation and production techniques) to produce the required sound during practice sessions
  4. Develop listening skills in the process of producing a range of notes, rhythms and/or chords
  5. Use correct posture to develop technique and healthy performance habits in line with particular instrument or voice
  6. Consult with relevant people to choose simple pieces suitable for own stage of skill development
Set up instrument or warm up voice as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Tune instrument with assistance from relevant people as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Experiment with different techniques to adjust the elements of pitch, rhythm, volume and sound colour (including timbre, articulation and production techniques) to produce the required sound during practice sessions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop listening skills in the process of producing a range of notes, rhythms and/or chords

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use correct posture to develop technique and healthy performance habits in line with particular instrument or voice

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult with relevant people to choose simple pieces suitable for own stage of skill development

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Play or sing simple pieces

  1. Use listening skills while playing or singing selected pieces to adjust intonation, use appropriate sound and tone production, and reproduce basic musical patterns.
  2. Listen and recognise simple musical elements including melodies, rhythms, and/or chords
  3. Seek feedback on own skill development from relevant people, and evaluate progress against personal goals
Use listening skills while playing or singing selected pieces to adjust intonation, use appropriate sound and tone production, and reproduce basic musical patterns.

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Listen and recognise simple musical elements including melodies, rhythms, and/or chords

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek feedback on own skill development from relevant people, and evaluate progress against personal goals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Become familiar with chosen instrument or voice

1.1 Use appropriate methods and cleaning products to care for, move and store instrument and accessories

1.2 Identify how the physical characteristics of the instrument or voice, and the performer, affect the sound they produce, in consultation with colleagues or teachers

1.3 Explore the range, capability and sound characteristics of chosen instrument or voice

1.4 Listen to live or recorded music featuring the chosen instrument or voice, and discuss with colleagues and/or teacher how sounds and effects are achieved

1.5 Set goals for own skill development in consultation with relevant people

2. Prepare to play instrument or sing

2.1 Set up instrument or warm up voice as required

2.2 Tune instrument with assistance from relevant people as required

2.3 Experiment with different techniques to adjust the elements of pitch, rhythm, volume and sound colour (including timbre, articulation and production techniques) to produce the required sound during practice sessions

2.4 Develop listening skills in the process of producing a range of notes, rhythms and/or chords

2.5 Use correct posture to develop technique and healthy performance habits in line with particular instrument or voice

2.6 Consult with relevant people to choose simple pieces suitable for own stage of skill development

3. Play or sing simple pieces

3.1 Use listening skills while playing or singing selected pieces to adjust intonation, use appropriate sound and tone production, and reproduce basic musical patterns.

3.2 Listen and recognise simple musical elements including melodies, rhythms, and/or chords

3.3 Seek feedback on own skill development from relevant people, and evaluate progress against personal goals

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Become familiar with chosen instrument or voice

1.1 Use appropriate methods and cleaning products to care for, move and store instrument and accessories

1.2 Identify how the physical characteristics of the instrument or voice, and the performer, affect the sound they produce, in consultation with colleagues or teachers

1.3 Explore the range, capability and sound characteristics of chosen instrument or voice

1.4 Listen to live or recorded music featuring the chosen instrument or voice, and discuss with colleagues and/or teacher how sounds and effects are achieved

1.5 Set goals for own skill development in consultation with relevant people

2. Prepare to play instrument or sing

2.1 Set up instrument or warm up voice as required

2.2 Tune instrument with assistance from relevant people as required

2.3 Experiment with different techniques to adjust the elements of pitch, rhythm, volume and sound colour (including timbre, articulation and production techniques) to produce the required sound during practice sessions

2.4 Develop listening skills in the process of producing a range of notes, rhythms and/or chords

2.5 Use correct posture to develop technique and healthy performance habits in line with particular instrument or voice

2.6 Consult with relevant people to choose simple pieces suitable for own stage of skill development

3. Play or sing simple pieces

3.1 Use listening skills while playing or singing selected pieces to adjust intonation, use appropriate sound and tone production, and reproduce basic musical patterns.

3.2 Listen and recognise simple musical elements including melodies, rhythms, and/or chords

3.3 Seek feedback on own skill development from relevant people, and evaluate progress against personal goals

Evidence of the ability to:

set up instrument or warm up voice as required, ready to play or sing

demonstrate basic physical capacity and coordination required to play or sing simple melodies, chords and rhythm patterns in selected pieces

use listening skills to adjust intonation, sound and tone production in reproducing basic musical patterns

listen and recognise simple musical elements

seek and use feedback from others to improve own playing or singing music.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

outline the following as relevant to selected instrument or voice repertoire:

instrument (or voice) parts, characteristics, techniques, applications, range, capabilities, care and maintenance

basic musical elements including pitch, rhythm, volume and sound colour

healthy posture and performance habits that apply to own instrument or voice.