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Evidence Guide: CUSMPF101A - Develop skills to play or sing 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

 

CUSMPF101A - Develop skills to play or sing music

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

Become familiar with chosen instrument

  1. Develop an understanding of how the physical characteristics of instruments and the voice affect the sound they produce in performance
  2. Explore the range, capability and sound characteristics of chosen instrument or voice
  3. Discuss with colleagues or teachers how the physical relationship between instrument and performer produces the required sound
  4. Listen to live or recorded music featuring the chosen instrument or voice and discuss with colleagues and/or teacher how sounds and effects are achieved
  5. Use appropriate methods and cleaning products to care for, move and store instrument and accessories
  6. Develop listening skills to enable recognition of simple musical elements
  7. Set goals for own skill development in consultation with relevant people
Develop an understanding of how the physical characteristics of instruments and the voice affect the sound they produce in performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore the range, capability and sound characteristics of chosen instrument or voice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with colleagues or teachers how the physical relationship between instrument and performer produces the required sound

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to live or recorded music featuring the chosen instrument or voice and discuss with colleagues and/or teacher how sounds and effects are achieved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use appropriate methods and cleaning products to care for, move and store instrument and accessories

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop listening skills to enable recognition of simple musical elements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set goals for own skill development in consultation with relevant people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare to play instrument

  1. Set up instrument or warm up voice as required
  2. As required, seek assistance from relevant people to tune instrument to the required pitch
  3. Apply listening skills in the process of producing a range of notes, rhythms and/or chords
  4. Use correct posture to extend technique and to develop healthy performance habits in line with OHS principles
Set up instrument or warm up voice as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

As required, seek assistance from relevant people to tune instrument to the required pitch

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply listening skills in the process of producing a range of notes, rhythms and/or chords

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use correct posture to extend technique and to develop healthy performance habits in line with OHS principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Play simple pieces in selected style

  1. In consultation with relevant people, select simple pieces and exercises suitable for practice in playing selected repertoire
  2. Apply the elements of pitch, rhythm, sound colour and/or volume during practice sessions
  3. Experiment with different techniques to develop proficiency in producing the required sound
  4. Seek feedback on own skill development from relevant people and evaluate progress against personal goals
In consultation with relevant people, select simple pieces and exercises suitable for practice in playing selected repertoire

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply the elements of pitch, rhythm, sound colour and/or volume during practice sessions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Experiment with different techniques to develop proficiency in producing the required sound

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on own skill development from relevant people and evaluate progress against personal goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

The Evidence Guide provides advice on assessment and must be read in conjunction with the performance criteria, required skills and knowledge, range statement and the Assessment Guidelines for the Training Package.

Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit

Evidence of the ability to:

demonstrate basic physical capacity and coordination required to play or sing simple melodies, chords and rhythm patterns

respond appropriately to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

suitable physical and acoustic environment

use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

Method of assessment

The following assessment methods are appropriate for this unit:

direct observation of candidate in practice sessions or performances

testimonial from individual tutors

video or audio recordings of candidate's performance or practice sessions

written or oral questioning to assess knowledge of chosen instrument.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUSMPF102A Develop ensemble skills to perform simple musical parts.

Required Skills and Knowledge

Required skills

communication, teamwork and organisational skills sufficient to:

interpret music at a basic level for performance practice

respond appropriately to constructive feedback on own performance

plan own practice time and setskill-development goals

listening skills sufficient to:

monitor and adjust intonation as required

use appropriate sound and tone production for instrument or voice

reproduce basic musical patterns

learning skills in the context of:

using printed or audio tutoring resources

improving skills through practice

technical and problem-solving skills sufficient to:

use a basic range of techniques on chosen instrument

tune instrument to achieve intonation

discriminate pitch and/or rhythm

Required knowledge

basic understanding of:

industry, repertoire and musical terminology

acoustic principles relevant to selected instrument

instrument parts, applications, range, capabilities, care and maintenance

OHS practices, procedures and standards as they apply to performance practice

Range Statement

The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.

Instruments may include:

acoustic or electronic

brass

stringed

keyboards

wind

percussion

plucked

voice.

Range of an instrument may include:

tone colour

dynamics and volume

sound production

pitch, register and tessitura

specific effects available using a range of attacks

other acoustic or electronic effects.

Capability of an instrument may include:

application to a range of music-making activities and outcomes

scope and potential for solo or group performance

adaptability

size of instrument.

Accessories may include:

reeds

strings

bows

plectrums

mouth pieces

mutes

sticks, mallets, brushes and beaters

stands

pedals

microphones

amplifiers

samplers

mixers

enhancers, such as pitch and tone modulators.

Musical elements include:

simple melodies

simple rhythms

simple musical forms.

Relevant people may include:

mentor

teacher

coach

tutor

family member.

Tuning an instrument may involve:

adjusting:

pitch

tone colour

oral tract, including lip pressure and intensity of breath

position of the diaphragm and larynx

sound production

diameter or other instrumental dimensions, such as:

length of strings

tautness of skins

length of tubing or pipes

embouchure

settings of the instrument and relevant accessories

using:

appropriate tuning options

tuning keys or other tuning implements, such as tuning forks and electronic tuners

pitch pipes

electronic pitch or frequency controls

other musicians.

OHS principles may include:

industry practice and legislation

posture

appropriate hearing and volume levels for self and others

electrical hazards

length of performance and practice sessions

preventative practice against overuse injury.

Sound colour may involve:

physical elements of an instrument

instrumental attack and articulation

range of accessories

interaction between player and instrument

performer's physique

voice production

sound production

different instrumental combinations.

Techniques may include:

physical coordination in one or more of:

bowing

tonguing

embouchure

plucking

beating

fingering

strumming

pedalling

attack

dynamics

tempi

intonation

vocal and instrumental sound production

rhythms and rhythm patterns

chords and chord patterns

melodic patterns

playing or singing notes, short tunes and basic scales

playing, tapping or clapping rhythms and rhythm patterns

playing chords and simple chord patterns.