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Evidence Guide: CUAMPF201 - Play or sing simple musical pieces

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

 

CUAMPF201 - Play or sing simple musical pieces

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

Explore the range and capability of chosen instrument or voice

  1. Explore the physical characteristics and basic acoustic principles of instrument or voice in producing sound
  2. Experiment with the scope, capability and sound characteristics of instrument or voice in music making
  3. Listen to live or recorded music, and explore a range of ways in which sound can be produced in line with selected musical style and repertoire
Explore the physical characteristics and basic acoustic principles of instrument or voice in producing sound

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Experiment with the scope, capability and sound characteristics of instrument or voice in music making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to live or recorded music, and explore a range of ways in which sound can be produced in line with selected musical style and repertoire

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain and care for instrument or voice

  1. Use appropriate methods and cleaning products to care for, safely move, use and store instrument and accessories
  2. Set up and/or warm up instrument or voice in preparation for practice and performance
  3. Tune instrument appropriately, and seek feedback from relevant personnel or tuning device to confirm accuracy of tuning
Use appropriate methods and cleaning products to care for, safely move, use and store instrument and accessories

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set up and/or warm up instrument or voice in preparation for practice and performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tune instrument appropriately, and seek feedback from relevant personnel or tuning device to confirm accuracy of tuning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use personal practice time to develop skills

  1. Listen to the work of professional musicians to identify own goals and evaluate own work against those goals
  2. Plan activities and physical exercises to expand capacity to perform a range of short, simple pieces and a range of notes, rhythms and/or chord patterns as guided by a teacher or mentor
  3. Use personal practice to develop physical facility, confidence and interpretation of musical terminology on instrument or voice as applicable to selected musical pieces
  4. Listen to own work carefully to develop intonation, harmonies and/or rhythm in playing selected musical pieces, and seek feedback from relevant personnel to guide practice
  5. Use appropriate posture and finger, hand and/or body positions to develop technical facility and maintain healthy performance habits
  6. Develop listening skills to recognise and identify pitch, rhythm, instrumentation and musical style
Listen to the work of professional musicians to identify own goals and evaluate own work against those goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan activities and physical exercises to expand capacity to perform a range of short, simple pieces and a range of notes, rhythms and/or chord patterns as guided by a teacher or mentor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use personal practice to develop physical facility, confidence and interpretation of musical terminology on instrument or voice as applicable to selected musical pieces

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to own work carefully to develop intonation, harmonies and/or rhythm in playing selected musical pieces, and seek feedback from relevant personnel to guide practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate posture and finger, hand and/or body positions to develop technical facility and maintain healthy performance habits

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop listening skills to recognise and identify pitch, rhythm, instrumentation and musical style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform short pieces

  1. Play or sing short, simple pieces and/or accompaniments using a basic range of techniques on instrument or voice to produce rhythmic control, applicable intonation and sound or tone production
  2. Perform all work following agreed tempi
  3. Apply listening skills in playing or singing short, simple pieces or accompaniments to monitor and adjust rhythmic control, intonation and sound or tone production
  4. Apply healthy performance habits and principles in practice sessions and performances
Play or sing short, simple pieces and/or accompaniments using a basic range of techniques on instrument or voice to produce rhythmic control, applicable intonation and sound or tone production

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform all work following agreed tempi

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply listening skills in playing or singing short, simple pieces or accompaniments to monitor and adjust rhythmic control, intonation and sound or tone production

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply healthy performance habits and principles in practice sessions and performances

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. Explore the range and capability of chosen instrument or voice

1.1 Explore the physical characteristics and basic acoustic principles of instrument or voice in producing sound

1.2 Experiment with the scope, capability and sound characteristics of instrument or voice in music making

1.3 Listen to live or recorded music, and explore a range of ways in which sound can be produced in line with selected musical style and repertoire

2. Maintain and care for instrument or voice

2.1 Use appropriate methods and cleaning products to care for, safely move, use and store instrument and accessories

2.2 Set up and/or warm up instrument or voice in preparation for practice and performance

2.3 Tune instrument appropriately, and seek feedback from relevant personnel or tuning device to confirm accuracy of tuning

3. Use personal practice time to develop skills

3.1 Listen to the work of professional musicians to identify own goals and evaluate own work against those goals

3.2 Plan activities and physical exercises to expand capacity to perform a range of short, simple pieces and a range of notes, rhythms and/or chord patterns as guided by a teacher or mentor

3.3 Use personal practice to develop physical facility, confidence and interpretation of musical terminology on instrument or voice as applicable to selected musical pieces

3.4 Listen to own work carefully to develop intonation, harmonies and/or rhythm in playing selected musical pieces, and seek feedback from relevant personnel to guide practice

3.5 Use appropriate posture and finger, hand and/or body positions to develop technical facility and maintain healthy performance habits

3.6 Develop listening skills to recognise and identify pitch, rhythm, instrumentation and musical style

4. Perform short pieces

4.1 Play or sing short, simple pieces and/or accompaniments using a basic range of techniques on instrument or voice to produce rhythmic control, applicable intonation and sound or tone production

4.2 Perform all work following agreed tempi

4.3 Apply listening skills in playing or singing short, simple pieces or accompaniments to monitor and adjust rhythmic control, intonation and sound or tone production

4.4 Apply healthy performance habits and principles in practice sessions and performances

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. Explore the range and capability of chosen instrument or voice

1.1 Explore the physical characteristics and basic acoustic principles of instrument or voice in producing sound

1.2 Experiment with the scope, capability and sound characteristics of instrument or voice in music making

1.3 Listen to live or recorded music, and explore a range of ways in which sound can be produced in line with selected musical style and repertoire

2. Maintain and care for instrument or voice

2.1 Use appropriate methods and cleaning products to care for, safely move, use and store instrument and accessories

2.2 Set up and/or warm up instrument or voice in preparation for practice and performance

2.3 Tune instrument appropriately, and seek feedback from relevant personnel or tuning device to confirm accuracy of tuning

3. Use personal practice time to develop skills

3.1 Listen to the work of professional musicians to identify own goals and evaluate own work against those goals

3.2 Plan activities and physical exercises to expand capacity to perform a range of short, simple pieces and a range of notes, rhythms and/or chord patterns as guided by a teacher or mentor

3.3 Use personal practice to develop physical facility, confidence and interpretation of musical terminology on instrument or voice as applicable to selected musical pieces

3.4 Listen to own work carefully to develop intonation, harmonies and/or rhythm in playing selected musical pieces, and seek feedback from relevant personnel to guide practice

3.5 Use appropriate posture and finger, hand and/or body positions to develop technical facility and maintain healthy performance habits

3.6 Develop listening skills to recognise and identify pitch, rhythm, instrumentation and musical style

4. Perform short pieces

4.1 Play or sing short, simple pieces and/or accompaniments using a basic range of techniques on instrument or voice to produce rhythmic control, applicable intonation and sound or tone production

4.2 Perform all work following agreed tempi

4.3 Apply listening skills in playing or singing short, simple pieces or accompaniments to monitor and adjust rhythmic control, intonation and sound or tone production

4.4 Apply healthy performance habits and principles in practice sessions and performances

Evidence of the ability to:

play or sing selected simple pieces, demonstrating:

that applicable instrument maintenance, tuning and warmup activities have been applied

physical capacity, coordination and technical facility required for playing musical pieces accurately

a range of applicable techniques and basic control of rhythm, intonation and sound or tone production

incorporate feedback from others and self-evaluation into improvement measures.

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 a basic understanding of the following points in relation to own instrument or voice:

common repertoire as recommended by relevant personnel (teacher or mentor)

musical terminology as applicable to the performance pieces

basic acoustic principles in producing sound

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

outline correct posture and setup/warmup routines to develop healthy performance habits.