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Evidence Guide: CUAMPF604 - Extend improvisation techniques

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

 

CUAMPF604 - Extend improvisation techniques

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

Develop a professional development plan

  1. Listen to recordings of own improvisations, and establish professional development goals in consultation with appropriate people
  2. Discuss factors that contribute to excellence in improvisation, and incorporate them into professional development goals as appropriate
  3. Listen to the work of master improvisers, and evaluate techniques that could be applied to own practice
  4. Establish criteria for monitoring and evaluating own skill development
  5. Develop a practice plan that incorporates realistic goals for refining improvisation techniques
  6. Identify repertoire that will help achieve technical and expressive development goals, and incorporate them into practice plan
Listen to recordings of own improvisations, and establish professional development goals in consultation with appropriate people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss factors that contribute to excellence in improvisation, and incorporate them into professional development goals as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to the work of master improvisers, and evaluate techniques that could be applied to own practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish criteria for monitoring and evaluating own skill development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a practice plan that incorporates realistic goals for refining improvisation techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify repertoire that will help achieve technical and expressive development goals, and incorporate them into practice plan

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine techniques

  1. Experiment with repertoire and explore improvisation techniques
  2. Practise playing improvised solos that contain advanced harmonic, structural, melodic and rhythmic characteristics, simultaneously phrasing and shaping the music
  3. Build technical facility to develop confidence in own ability to create musically mature and spontaneous responses to musical stimuli
  4. Listen critically to own performance to assess strengths and weaknesses, and adjust practice regime accordingly
  5. Ensure that practice is undertaken with due consideration of personal health and safety
Experiment with repertoire and explore improvisation techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise playing improvised solos that contain advanced harmonic, structural, melodic and rhythmic characteristics, simultaneously phrasing and shaping the music

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Build technical facility to develop confidence in own ability to create musically mature and spontaneous responses to musical stimuli

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen critically to own performance to assess strengths and weaknesses, and adjust practice regime accordingly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that practice is undertaken with due consideration of personal health and safety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform improvisation before an audience

  1. Support and enhance the contribution of others to achieve best performance outcomes
  2. Make improvisation sensitive to the needs of other performers to encourage ensemble trust, initiative and willingness to be innovative
  3. Respond accurately to starting cues when performing solo improvisation
  4. Sustain musical impetus in improvisation through dynamic use of musical elements
  5. Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression
  6. Listen carefully to other performers, responding musically to their work and adjusting own performance appropriately
  7. Provide a clear cue to the ensemble to finish the solo section as required
  8. Ensure that the duration of solo improvisations accords with the custom and practice of the group and/or musical style
  9. Observe ensemble customs and protocols, and follow work health and safety (WHS) requirements
  10. Acknowledge applause according to the custom and practice of the group and/or musical style
Support and enhance the contribution of others to achieve best performance outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Make improvisation sensitive to the needs of other performers to encourage ensemble trust, initiative and willingness to be innovative

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond accurately to starting cues when performing solo improvisation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sustain musical impetus in improvisation through dynamic use of musical elements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen carefully to other performers, responding musically to their work and adjusting own performance appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide a clear cue to the ensemble to finish the solo section as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that the duration of solo improvisations accords with the custom and practice of the group and/or musical style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe ensemble customs and protocols, and follow work health and safety (WHS) requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge applause according to the custom and practice of the group and/or musical style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own skill development

  1. View or listen to recordings of own performance to analyse technical and expressive qualities
  2. Evaluate level of improvement in own improvisation techniques against agreed criteria
  3. Seek and use feedback on performances to inform future professional development strategies
View or listen to recordings of own performance to analyse technical and expressive qualities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate level of improvement in own improvisation techniques against agreed criteria

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and use feedback on performances to inform future professional development strategies

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. Develop a professional development plan

1.1 Listen to recordings of own improvisations, and establish professional development goals in consultation with appropriate people

1.2 Discuss factors that contribute to excellence in improvisation, and incorporate them into professional development goals as appropriate

1.3 Listen to the work of master improvisers, and evaluate techniques that could be applied to own practice

1.4 Establish criteria for monitoring and evaluating own skill development

1.5 Develop a practice plan that incorporates realistic goals for refining improvisation techniques

1.6 Identify repertoire that will help achieve technical and expressive development goals, and incorporate them into practice plan

2. Refine techniques

2.1 Experiment with repertoire and explore improvisation techniques

2.2 Practise playing improvised solos that contain advanced harmonic, structural, melodic and rhythmic characteristics, simultaneously phrasing and shaping the music

2.3 Build technical facility to develop confidence in own ability to create musically mature and spontaneous responses to musical stimuli

2.4 Listen critically to own performance to assess strengths and weaknesses, and adjust practice regime accordingly

2.5 Ensure that practice is undertaken with due consideration of personal health and safety

3. Perform improvisation before an audience

3.1 Support and enhance the contribution of others to achieve best performance outcomes

3.2 Make improvisation sensitive to the needs of other performers to encourage ensemble trust, initiative and willingness to be innovative

3.3 Respond accurately to starting cues when performing solo improvisation

3.4 Sustain musical impetus in improvisation through dynamic use of musical elements

3.5 Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression

3.6 Listen carefully to other performers, responding musically to their work and adjusting own performance appropriately

3.7 Provide a clear cue to the ensemble to finish the solo section as required

3.8 Ensure that the duration of solo improvisations accords with the custom and practice of the group and/or musical style

3.9 Observe ensemble customs and protocols, and follow work health and safety (WHS) requirements

3.10 Acknowledge applause according to the custom and practice of the group and/or musical style

4. Evaluate own skill development

4.1 View or listen to recordings of own performance to analyse technical and expressive qualities

4.2 Evaluate level of improvement in own improvisation techniques against agreed criteria

4.3 Seek and use feedback on performances to inform future professional development strategies

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. Develop a professional development plan

1.1 Listen to recordings of own improvisations, and establish professional development goals in consultation with appropriate people

1.2 Discuss factors that contribute to excellence in improvisation, and incorporate them into professional development goals as appropriate

1.3 Listen to the work of master improvisers, and evaluate techniques that could be applied to own practice

1.4 Establish criteria for monitoring and evaluating own skill development

1.5 Develop a practice plan that incorporates realistic goals for refining improvisation techniques

1.6 Identify repertoire that will help achieve technical and expressive development goals, and incorporate them into practice plan

2. Refine techniques

2.1 Experiment with repertoire and explore improvisation techniques

2.2 Practise playing improvised solos that contain advanced harmonic, structural, melodic and rhythmic characteristics, simultaneously phrasing and shaping the music

2.3 Build technical facility to develop confidence in own ability to create musically mature and spontaneous responses to musical stimuli

2.4 Listen critically to own performance to assess strengths and weaknesses, and adjust practice regime accordingly

2.5 Ensure that practice is undertaken with due consideration of personal health and safety

3. Perform improvisation before an audience

3.1 Support and enhance the contribution of others to achieve best performance outcomes

3.2 Make improvisation sensitive to the needs of other performers to encourage ensemble trust, initiative and willingness to be innovative

3.3 Respond accurately to starting cues when performing solo improvisation

3.4 Sustain musical impetus in improvisation through dynamic use of musical elements

3.5 Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression

3.6 Listen carefully to other performers, responding musically to their work and adjusting own performance appropriately

3.7 Provide a clear cue to the ensemble to finish the solo section as required

3.8 Ensure that the duration of solo improvisations accords with the custom and practice of the group and/or musical style

3.9 Observe ensemble customs and protocols, and follow work health and safety (WHS) requirements

3.10 Acknowledge applause according to the custom and practice of the group and/or musical style

4. Evaluate own skill development

4.1 View or listen to recordings of own performance to analyse technical and expressive qualities

4.2 Evaluate level of improvement in own improvisation techniques against agreed criteria

4.3 Seek and use feedback on performances to inform future professional development strategies

Evidence of the ability to:

plan and implement ways to refine own skills, and monitor skill development progress

perform improvisations using a range of advanced musical techniques

give and respond to cues during solo improvisations.

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 factors that contribute to excellence in improvisation

describe typical ensemble customs, protocols and practices, in relation to improvisation

describe issues that arise in the context of performing improvisations, and explain how they might be overcome

outline work health and safety (WHS) principles relevant to performing improvisations.