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Evidence Guide: CUAMPF404 - Perform music as part of a group

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

 

CUAMPF404 - Perform music as part of a group

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

Perform warm-up routine

  1. Check instrument or voice and other equipment required for the performance to ensure their reliability in performance
  2. Tune instrument, liaising with other group members to ensure required pitch
  3. Warm up to ensure that sound production is secure before beginning the performance
  4. Use relaxation techniques to overcome performance anxiety as required
Check instrument or voice and other equipment required for the performance to ensure their reliability in performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tune instrument, liaising with other group members to ensure required pitch

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Warm up to ensure that sound production is secure before beginning the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use relaxation techniques to overcome performance anxiety as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply technical and musicianship skills in performance

  1. Maintain concentration and focus throughout the performance
  2. Meet the technical and interpretive requirements of the music and staging requirements of the performance
  3. Apply music knowledge of genres, styles, musical elements, solo and ensemble practices, and music literacy to enhance interpretive aspects of performance
  4. Use stagecraft skills and performing style appropriate to the context of the music and the performance
  5. Respond to contingencies to maintain the integrity of the performance
  6. Interact with stage management and other artistic, venue, studio and organisational staff as required
Maintain concentration and focus throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meet the technical and interpretive requirements of the music and staging requirements of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply music knowledge of genres, styles, musical elements, solo and ensemble practices, and music literacy to enhance interpretive aspects of performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use stagecraft skills and performing style appropriate to the context of the music and the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to contingencies to maintain the integrity of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with stage management and other artistic, venue, studio and organisational staff as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with group members

  1. Respond to musical, stage or studio directions, and give cues to contribute to a cohesive performance
  2. Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance
  3. Listen critically and adjust playing and volume to achieve balance in dynamics and style with other players
  4. Maintain responsiveness to other performers and to the music-making process throughout the performance
  5. Synchronise own playing with that of other performers, and make music entries and exits consistent with the style of music and as agreed with other players
  6. Demonstrate respect for other performers’ work, using appropriate communication in verbal and body language
  7. Contribute to the dynamics of the group to ensure best performance outcome
Respond to musical, stage or studio directions, and give cues to contribute to a cohesive performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen critically and adjust playing and volume to achieve balance in dynamics and style with other players

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain responsiveness to other performers and to the music-making process throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Synchronise own playing with that of other performers, and make music entries and exits consistent with the style of music and as agreed with other players

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate respect for other performers’ work, using appropriate communication in verbal and body language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to the dynamics of the group to ensure best performance outcome

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate performance

  1. Discuss performance against previous work with group members to assess technical and artistic development
  2. Identify weaknesses and errors in the performance and collaboratively suggest remedies
  3. Evaluate repertoire choice and programming to determine suitability for the group’s technical standard and style, as well as the overall musical balance in the program
  4. Assess the role of individual performers for ensemble balance and for future performance possibilities
  5. Evaluate the group’s stage presentation, posture, dress and movement, and determine possible improvements
  6. Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met
  7. Collaboratively develop strategies for refining group performance and technical skills based on outcome of evaluations
Discuss performance against previous work with group members to assess technical and artistic development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify weaknesses and errors in the performance and collaboratively suggest remedies

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate repertoire choice and programming to determine suitability for the group’s technical standard and style, as well as the overall musical balance in the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess the role of individual performers for ensemble balance and for future performance possibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the group’s stage presentation, posture, dress and movement, and determine possible improvements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaboratively develop strategies for refining group performance and technical skills based on outcome of evaluations

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. Perform warm-up routine

1.1 Check instrument or voice and other equipment required for the performance to ensure their reliability in performance

1.2 Tune instrument, liaising with other group members to ensure required pitch

1.3 Warm up to ensure that sound production is secure before beginning the performance

1.4 Use relaxation techniques to overcome performance anxiety as required

2. Apply technical and musicianship skills in performance

2.1 Maintain concentration and focus throughout the performance

2.2 Meet the technical and interpretive requirements of the music and staging requirements of the performance

2.3 Apply music knowledge of genres, styles, musical elements, solo and ensemble practices, and music literacy to enhance interpretive aspects of performance

2.4 Use stagecraft skills and performing style appropriate to the context of the music and the performance

2.5 Respond to contingencies to maintain the integrity of the performance

2.6 Interact with stage management and other artistic, venue, studio and organisational staff as required

3. Interact with group members

3.1 Respond to musical, stage or studio directions, and give cues to contribute to a cohesive performance

3.2 Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance

3.3 Listen critically and adjust playing and volume to achieve balance in dynamics and style with other players

3.4 Maintain responsiveness to other performers and to the music-making process throughout the performance

3.5 Synchronise own playing with that of other performers, and make music entries and exits consistent with the style of music and as agreed with other players

3.6 Demonstrate respect for other performers’ work, using appropriate communication in verbal and body language

3.7 Contribute to the dynamics of the group to ensure best performance outcome

4. Evaluate performance

4.1 Discuss performance against previous work with group members to assess technical and artistic development

4.2 Identify weaknesses and errors in the performance and collaboratively suggest remedies

4.3 Evaluate repertoire choice and programming to determine suitability for the group’s technical standard and style, as well as the overall musical balance in the program

4.4 Assess the role of individual performers for ensemble balance and for future performance possibilities

4.5 Evaluate the group’s stage presentation, posture, dress and movement, and determine possible improvements

4.6 Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met

4.7 Collaboratively develop strategies for refining group performance and technical skills based on outcome of evaluations

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. Perform warm-up routine

1.1 Check instrument or voice and other equipment required for the performance to ensure their reliability in performance

1.2 Tune instrument, liaising with other group members to ensure required pitch

1.3 Warm up to ensure that sound production is secure before beginning the performance

1.4 Use relaxation techniques to overcome performance anxiety as required

2. Apply technical and musicianship skills in performance

2.1 Maintain concentration and focus throughout the performance

2.2 Meet the technical and interpretive requirements of the music and staging requirements of the performance

2.3 Apply music knowledge of genres, styles, musical elements, solo and ensemble practices, and music literacy to enhance interpretive aspects of performance

2.4 Use stagecraft skills and performing style appropriate to the context of the music and the performance

2.5 Respond to contingencies to maintain the integrity of the performance

2.6 Interact with stage management and other artistic, venue, studio and organisational staff as required

3. Interact with group members

3.1 Respond to musical, stage or studio directions, and give cues to contribute to a cohesive performance

3.2 Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance

3.3 Listen critically and adjust playing and volume to achieve balance in dynamics and style with other players

3.4 Maintain responsiveness to other performers and to the music-making process throughout the performance

3.5 Synchronise own playing with that of other performers, and make music entries and exits consistent with the style of music and as agreed with other players

3.6 Demonstrate respect for other performers’ work, using appropriate communication in verbal and body language

3.7 Contribute to the dynamics of the group to ensure best performance outcome

4. Evaluate performance

4.1 Discuss performance against previous work with group members to assess technical and artistic development

4.2 Identify weaknesses and errors in the performance and collaboratively suggest remedies

4.3 Evaluate repertoire choice and programming to determine suitability for the group’s technical standard and style, as well as the overall musical balance in the program

4.4 Assess the role of individual performers for ensemble balance and for future performance possibilities

4.5 Evaluate the group’s stage presentation, posture, dress and movement, and determine possible improvements

4.6 Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met

4.7 Collaboratively develop strategies for refining group performance and technical skills based on outcome of evaluations

Evidence of the ability to:

demonstrate techniques to prepare effectively for performance

perform proficiently as a member of a group, before an audience on at least three occasions, including:

demonstrating mastery of repertoire

responding to directions and giving cues

adjusting intonation, synchronisation, interpretation and nuance to create a cohesive group performance

participate in 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 pre-performance warm-up procedures

explain factors required to be effective as a musician or singer in a group

outline issues and challenges that arise in the context of performing music as part of a group for an audience, and how they might be overcome.