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Evidence Guide: CUAMPF606 - Conduct musical performances

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

 

CUAMPF606 - Conduct musical performances

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

Prepare for performances

  1. Study performance works prior to rehearsals
  2. Confirm that the warm up facility and the venue meet work health and safety (WHS) requirements
  3. Complete pre-performance checks of equipment, instruments and accessories to confirm that resources are available as required
  4. Use appropriate warm up to assist self and performers to prepare psychologically, physically and artistically
  5. Communicate last minute contingency measures calmly where required, and anticipate consequences
  6. Apply listening skills to confirm that individual and collective tuning of instruments is accurate
Study performance works prior to rehearsals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that the warm up facility and the venue meet work health and safety (WHS) requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Complete pre-performance checks of equipment, instruments and accessories to confirm that resources are available as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate warm up to assist self and performers to prepare psychologically, physically and artistically

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate last minute contingency measures calmly where required, and anticipate consequences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply listening skills to confirm that individual and collective tuning of instruments is accurate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe protocols during performances

  1. Dress appropriately for the performance occasion
  2. Acknowledge the concertmaster and audience according to stage protocols
  3. Observe performers and audience to ascertain and expedite performance readiness
  4. Engage and communicate with audience appropriate to the performance context
  5. Acknowledge performers and audience at the conclusion of performances or at other appropriate times
Dress appropriately for the performance occasion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge the concertmaster and audience according to stage protocols

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe performers and audience to ascertain and expedite performance readiness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Engage and communicate with audience appropriate to the performance context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge performers and audience at the conclusion of performances or at other appropriate times

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with performers

  1. Demonstrate knowledge of the score during performances
  2. Communicate musical leadership clearly to performers through demeanour, body language and cues
  3. Maintain the engagement of all performers, and direct energy throughout performance
  4. Maintain acoustic balance of instrumental and/or electronic forces
  5. Apply music and instrument or vocal knowledge and technical skills to enhance individual and collective performance
  6. Monitor the body language of performers and ensemble members, and respond appropriately
  7. Respond to performance variations and adapt to minimise any disruptions to performance flow
  8. Maintain balance between the aspirations of different performers and their functions within the overall work
Demonstrate knowledge of the score during performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate musical leadership clearly to performers through demeanour, body language and cues

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain the engagement of all performers, and direct energy throughout performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain acoustic balance of instrumental and/or electronic forces

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply music and instrument or vocal knowledge and technical skills to enhance individual and collective performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor the body language of performers and ensemble members, and respond appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to performance variations and adapt to minimise any disruptions to performance flow

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain balance between the aspirations of different performers and their functions within the overall work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate performance

  1. Evaluate performances against planned outcomes in discussion with relevant people
  2. Review own performance for its success in achieving the potential of musical works and performers, and identify aspects that could be improved
  3. Assess performances for potential contribution they may make to future work
Evaluate performances against planned outcomes in discussion with relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Review own performance for its success in achieving the potential of musical works and performers, and identify aspects that could be improved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess performances for potential contribution they may make to future work

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 for performances

1.1 Study performance works prior to rehearsals

1.2 Confirm that the warm up facility and the venue meet work health and safety (WHS) requirements

1.3 Complete pre-performance checks of equipment, instruments and accessories to confirm that resources are available as required

1.4 Use appropriate warm up to assist self and performers to prepare psychologically, physically and artistically

1.5 Communicate last minute contingency measures calmly where required, and anticipate consequences

1.6 Apply listening skills to confirm that individual and collective tuning of instruments is accurate

2. Observe protocols during performances

2.1 Dress appropriately for the performance occasion

2.2 Acknowledge the concertmaster and audience according to stage protocols

2.3 Observe performers and audience to ascertain and expedite performance readiness

2.4 Engage and communicate with audience appropriate to the performance context

2.5 Acknowledge performers and audience at the conclusion of performances or at other appropriate times

3. Interact with performers

3.1 Demonstrate knowledge of the score during performances

3.2 Communicate musical leadership clearly to performers through demeanour, body language and cues

3.3 Maintain the engagement of all performers, and direct energy throughout performance

3.4 Maintain acoustic balance of instrumental and/or electronic forces

3.5 Apply music and instrument or vocal knowledge and technical skills to enhance individual and collective performance

3.6 Monitor the body language of performers and ensemble members, and respond appropriately

3.7 Respond to performance variations and adapt to minimise any disruptions to performance flow

3.8 Maintain balance between the aspirations of different performers and their functions within the overall work

4. Evaluate performance

4.1 Evaluate performances against planned outcomes in discussion with relevant people

4.2 Review own performance for its success in achieving the potential of musical works and performers, and identify aspects that could be improved

4.3 Assess performances for potential contribution they may make to future work

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 for performances

1.1 Study performance works prior to rehearsals

1.2 Confirm that the warm up facility and the venue meet work health and safety (WHS) requirements

1.3 Complete pre-performance checks of equipment, instruments and accessories to confirm that resources are available as required

1.4 Use appropriate warm up to assist self and performers to prepare psychologically, physically and artistically

1.5 Communicate last minute contingency measures calmly where required, and anticipate consequences

1.6 Apply listening skills to confirm that individual and collective tuning of instruments is accurate

2. Observe protocols during performances

2.1 Dress appropriately for the performance occasion

2.2 Acknowledge the concertmaster and audience according to stage protocols

2.3 Observe performers and audience to ascertain and expedite performance readiness

2.4 Engage and communicate with audience appropriate to the performance context

2.5 Acknowledge performers and audience at the conclusion of performances or at other appropriate times

3. Interact with performers

3.1 Demonstrate knowledge of the score during performances

3.2 Communicate musical leadership clearly to performers through demeanour, body language and cues

3.3 Maintain the engagement of all performers, and direct energy throughout performance

3.4 Maintain acoustic balance of instrumental and/or electronic forces

3.5 Apply music and instrument or vocal knowledge and technical skills to enhance individual and collective performance

3.6 Monitor the body language of performers and ensemble members, and respond appropriately

3.7 Respond to performance variations and adapt to minimise any disruptions to performance flow

3.8 Maintain balance between the aspirations of different performers and their functions within the overall work

4. Evaluate performance

4.1 Evaluate performances against planned outcomes in discussion with relevant people

4.2 Review own performance for its success in achieving the potential of musical works and performers, and identify aspects that could be improved

4.3 Assess performances for potential contribution they may make to future work

Evidence of the ability to:

conduct at least three musical performances, including:

carrying out pre-performance checks and warmups

dressing appropriately

observing performance protocols

providing music conducting leadership to performers

evaluate ensemble and own performance, incorporating feedback from others and considering improvement for future 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:

explain how to interpret and prepare a score for conducting

describe music knowledge, technical skills and communication skills required by a conductor

explain stage and performance protocols relevant to conducting

describe issues that typically arise in the context of conducting musical performances, and explain how they might be overcome

describe work health and safety (WHS) requirements and procedures in relation to conducting and performing.

Range Statement