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Evidence Guide: CUAMPF203 - Develop ensemble skills for playing or singing 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

 

CUAMPF203 - Develop ensemble skills for playing or singing music

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

Research ensemble playing

  1. Use appropriate strategies to investigate different types of ensembles and instrument combinations
  2. Discuss ensemble protocols and different roles within the ensemble including accompaniment and solo playing
  3. Discuss, with appropriate people, issues and challenges that arise in the context of playing in an ensemble, and how to address them
  4. Confirm own role and that of others in ensemble
Use appropriate strategies to investigate different types of ensembles and instrument combinations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss ensemble protocols and different roles within the ensemble including accompaniment and solo playing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss, with appropriate people, issues and challenges that arise in the context of playing in an ensemble, and how to address them

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm own role and that of others in ensemble

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use group practice time to develop performance skills

  1. Discuss practices for safe set up and warm up for group practice sessions
  2. Select repertoire suited to the performance skills of ensemble members guided by a teacher or mentor
  3. Practise performing pieces together as a group, taking and giving cues as required
  4. Discuss musical structure, style and form with group members and appropriate people and determine performance arrangement
  5. Identify areas that need to be improved and incorporate into practice sessions as required in collaboration with other members of the group
Discuss practices for safe set up and warm up for group practice sessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select repertoire suited to the performance skills of ensemble members guided by a teacher or mentor

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise performing pieces together as a group, taking and giving cues as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss musical structure, style and form with group members and appropriate people and determine performance arrangement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify areas that need to be improved and incorporate into practice sessions as required in collaboration with other members of the group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform short, simple pieces as part of an ensemble

  1. Perform warm-up routines as required
  2. Take and give cues and contribute to a cohesive performance
  3. Synchronise own playing or singing with that of other performers
  4. Maintain accuracy in own musical entries and exits throughout the performance
  5. Apply listening skills and adjust own playing or singing as necessary to achieve required sound
  6. Comply with work health and safety requirements in practice sessions and performances
  7. Review how well the group played together and agree on ways to improve performances
Perform warm-up routines as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take and give cues and contribute to a cohesive performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Synchronise own playing or singing with that of other performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain accuracy in own musical entries and exits throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply listening skills and adjust own playing or singing as necessary to achieve required sound

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with work health and safety requirements in practice sessions and performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review how well the group played together and agree on ways to improve 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. Research ensemble playing

1.1 Use appropriate strategies to investigate different types of ensembles and instrument combinations

1.2 Discuss ensemble protocols and different roles within the ensemble including accompaniment and solo playing

1.3 Discuss, with appropriate people, issues and challenges that arise in the context of playing in an ensemble, and how to address them

1.4 Confirm own role and that of others in ensemble

2. Use group practice time to develop performance skills

2.1 Discuss practices for safe set up and warm up for group practice sessions

2.2 Select repertoire suited to the performance skills of ensemble members guided by a teacher or mentor

2.3 Practise performing pieces together as a group, taking and giving cues as required

2.4 Discuss musical structure, style and form with group members and appropriate people and determine performance arrangement

2.5 Identify areas that need to be improved and incorporate into practice sessions as required in collaboration with other members of the group

3. Perform short, simple pieces as part of an ensemble

3.1 Perform warm-up routines as required

3.2 Take and give cues and contribute to a cohesive performance

3.3 Synchronise own playing or singing with that of other performers

3.4 Maintain accuracy in own musical entries and exits throughout the performance

3.5 Apply listening skills and adjust own playing or singing as necessary to achieve required sound

3.6 Comply with work health and safety requirements in practice sessions and performances

3.7 Review how well the group played together and agree on ways to improve 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. Research ensemble playing

1.1 Use appropriate strategies to investigate different types of ensembles and instrument combinations

1.2 Discuss ensemble protocols and different roles within the ensemble including accompaniment and solo playing

1.3 Discuss, with appropriate people, issues and challenges that arise in the context of playing in an ensemble, and how to address them

1.4 Confirm own role and that of others in ensemble

2. Use group practice time to develop performance skills

2.1 Discuss practices for safe set up and warm up for group practice sessions

2.2 Select repertoire suited to the performance skills of ensemble members guided by a teacher or mentor

2.3 Practise performing pieces together as a group, taking and giving cues as required

2.4 Discuss musical structure, style and form with group members and appropriate people and determine performance arrangement

2.5 Identify areas that need to be improved and incorporate into practice sessions as required in collaboration with other members of the group

3. Perform short, simple pieces as part of an ensemble

3.1 Perform warm-up routines as required

3.2 Take and give cues and contribute to a cohesive performance

3.3 Synchronise own playing or singing with that of other performers

3.4 Maintain accuracy in own musical entries and exits throughout the performance

3.5 Apply listening skills and adjust own playing or singing as necessary to achieve required sound

3.6 Comply with work health and safety requirements in practice sessions and performances

3.7 Review how well the group played together and agree on ways to improve performances

Evidence of the ability to:

safely set up and warm up for practices and performances

collaborate with other members of an ensemble to confirm roles, repertoire and protocols

perform proficiently as a member of a group before an audience on at least two occasions

follow or give cues as necessary

contribute to evaluations of group performances.

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:

describe types of ensembles, instrument combinations and protocols

describe ensemble repertoire including musical structure, style, form and arrangement

describe listening skills as they apply to performing in an ensemble

outline issues and challenges that arise in the context of performing in an ensemble and ways they may be addressed

outline work health and safety practices as they apply to performing in an ensemble.