NTISthis.com

Evidence Guide: CUAMPF503 - Perform accompaniment

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

 

CUAMPF503 - Perform accompaniment

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

Prepare to perform accompaniment

  1. Discuss and confirm artistic vision and expected performance outcomes with appropriate people
  2. Confirm own status and contribution to performance concept, ensuring that own artistic and professional integrity are maintained
  3. Confirm that accompaniment is within own technical and artistic level of ability
  4. Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins
  5. Confirm availability and attend scheduled rehearsals punctually
  6. Take direction from and maintain support for the principal artist(s) in rehearsals
  7. Establish rehearsal and performance conditions that are ergonomically appropriate and allow for reasonable rest breaks in line with work health and safety (WHS) principles
  8. Develop and use strategies to overcome the effects of performance anxiety
Discuss and confirm artistic vision and expected performance outcomes with appropriate people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm own status and contribution to performance concept, ensuring that own artistic and professional integrity are maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that accompaniment is within own technical and artistic level of ability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm availability and attend scheduled rehearsals punctually

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take direction from and maintain support for the principal artist(s) in rehearsals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish rehearsal and performance conditions that are ergonomically appropriate and allow for reasonable rest breaks in line with work health and safety (WHS) principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and use strategies to overcome the effects of performance anxiety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide accompaniment for performers

  1. Collaborate with appropriate people, and apply music knowledge to adapt music appropriately for the content and context of the performance
  2. Ensure that musical emphasis of the accompaniment underpins and enhances the performance
  3. Play and replay accompaniment exactly to guide performers as required
  4. Maintain energy levels, concentration and focus throughout rehearsals and performances
Collaborate with appropriate people, and apply music knowledge to adapt music appropriately for the content and context of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that musical emphasis of the accompaniment underpins and enhances the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Play and replay accompaniment exactly to guide performers as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain energy levels, concentration and focus throughout rehearsals and performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with performers

  1. Take and give cues to contribute to a coherent performance
  2. Listen, monitor and adjust playing to the needs of performer(s) and the context of activity, and to maintain balance throughout the performance
  3. Respond sensitively to performers’ emotional states and artistic requirements to ensure planned performance outcomes are achieved
  4. Support performer(s) to deal with contingencies during performances by altering accompaniment to cover any irregularities
  5. Maintain own conduct and appearance appropriate to the performance context
Take and give cues to contribute to a coherent performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen, monitor and adjust playing to the needs of performer(s) and the context of activity, and to maintain balance throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond sensitively to performers’ emotional states and artistic requirements to ensure planned performance outcomes are achieved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support performer(s) to deal with contingencies during performances by altering accompaniment to cover any irregularities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain own conduct and appearance appropriate to the performance context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate performance

  1. Contribute to evaluation of the performance
  2. Evaluate own performance as accompanist, and note areas for future improvement
  3. Seek feedback on own performance from appropriate people, and incorporate suggestions into strategies for improving own accompaniment skills
Contribute to evaluation of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own performance as accompanist, and note areas for future improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on own performance from appropriate people, and incorporate suggestions into strategies for improving own accompaniment skills

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. Prepare to perform accompaniment

1.1 Discuss and confirm artistic vision and expected performance outcomes with appropriate people

1.2 Confirm own status and contribution to performance concept, ensuring that own artistic and professional integrity are maintained

1.3 Confirm that accompaniment is within own technical and artistic level of ability

1.4 Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins

1.5 Confirm availability and attend scheduled rehearsals punctually

1.6 Take direction from and maintain support for the principal artist(s) in rehearsals

1.7 Establish rehearsal and performance conditions that are ergonomically appropriate and allow for reasonable rest breaks in line with work health and safety (WHS) principles

1.8 Develop and use strategies to overcome the effects of performance anxiety

2. Provide accompaniment for performers

2.1 Collaborate with appropriate people, and apply music knowledge to adapt music appropriately for the content and context of the performance

2.2 Ensure that musical emphasis of the accompaniment underpins and enhances the performance

2.3 Play and replay accompaniment exactly to guide performers as required

2.4 Maintain energy levels, concentration and focus throughout rehearsals and performances

3. Interact with performers

3.1 Take and give cues to contribute to a coherent performance

3.2 Listen, monitor and adjust playing to the needs of performer(s) and the context of activity, and to maintain balance throughout the performance

3.3 Respond sensitively to performers’ emotional states and artistic requirements to ensure planned performance outcomes are achieved

3.4 Support performer(s) to deal with contingencies during performances by altering accompaniment to cover any irregularities

3.5 Maintain own conduct and appearance appropriate to the performance context

4. Evaluate performance

4.1 Contribute to evaluation of the performance

4.2 Evaluate own performance as accompanist, and note areas for future improvement

4.3 Seek feedback on own performance from appropriate people, and incorporate suggestions into strategies for improving own accompaniment skills

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. Prepare to perform accompaniment

1.1 Discuss and confirm artistic vision and expected performance outcomes with appropriate people

1.2 Confirm own status and contribution to performance concept, ensuring that own artistic and professional integrity are maintained

1.3 Confirm that accompaniment is within own technical and artistic level of ability

1.4 Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins

1.5 Confirm availability and attend scheduled rehearsals punctually

1.6 Take direction from and maintain support for the principal artist(s) in rehearsals

1.7 Establish rehearsal and performance conditions that are ergonomically appropriate and allow for reasonable rest breaks in line with work health and safety (WHS) principles

1.8 Develop and use strategies to overcome the effects of performance anxiety

2. Provide accompaniment for performers

2.1 Collaborate with appropriate people, and apply music knowledge to adapt music appropriately for the content and context of the performance

2.2 Ensure that musical emphasis of the accompaniment underpins and enhances the performance

2.3 Play and replay accompaniment exactly to guide performers as required

2.4 Maintain energy levels, concentration and focus throughout rehearsals and performances

3. Interact with performers

3.1 Take and give cues to contribute to a coherent performance

3.2 Listen, monitor and adjust playing to the needs of performer(s) and the context of activity, and to maintain balance throughout the performance

3.3 Respond sensitively to performers’ emotional states and artistic requirements to ensure planned performance outcomes are achieved

3.4 Support performer(s) to deal with contingencies during performances by altering accompaniment to cover any irregularities

3.5 Maintain own conduct and appearance appropriate to the performance context

4. Evaluate performance

4.1 Contribute to evaluation of the performance

4.2 Evaluate own performance as accompanist, and note areas for future improvement

4.3 Seek feedback on own performance from appropriate people, and incorporate suggestions into strategies for improving own accompaniment skills

Evidence of the ability to:

perform proficiently as an accompanist before an audience on at least three occasions, including:

listening effectively while accompanying to adjust musical aspects to match and balance with solo performer or performers

adapting accompaniment prior to and during performance as necessary

taking and giving cues

evaluate own performance and use feedback from others to identify areas for improvement.

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:

explain accompaniment performance protocols and customs

describe key technical and personal requirements needed by accompanists

describe techniques to overcome performance anxiety

describe strategies for improving own accompaniment skills

outline issues that arise in the context of performing as an accompanist, and explain how they might be overcome

outline work health and safety (WHS) principles relevant to performing as an accompanist.