NTISthis.com

Evidence Guide: CUSMPF102A - Develop ensemble skills to perform simple musical parts

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

 

CUSMPF102A - Develop ensemble skills to perform simple musical parts

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

Prepare to perform simple musical parts

  1. Set up equipment, tune instrument and confirm requirements with relevant personnel
  2. Set instrument to appropriate volume as directed
  3. Sit or stand and warm up for performance as directed
Set up equipment, tune instrument and confirm requirements with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set instrument to appropriate volume as directed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sit or stand and warm up for performance as directed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform simple musical parts

  1. Perform notated or memorised musical part at appropriate volume
  2. Take cues from relevant personnel to start and end musical part
  3. Take cues as required for entry and exit points of musical part
Perform notated or memorised musical part at appropriate volume

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take cues from relevant personnel to start and end musical part

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take cues as required for entry and exit points of musical part

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Improve own performance

  1. Seek feedback on own performance from relevant personnel
  2. Consider and note aspects of own performance that could be improved
  3. Respond positively to constructive feedback from others on own performance and take action to improve as required
Seek feedback on own performance from relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider and note aspects of own performance that could be improved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond positively to constructive feedback from others on own performance and take action to improve as required

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:

follow ensemble protocol

follow musical instruction.

Context of and specific resources for assessment

Assessment must ensure:

access to appropriate repertoire, instrumentation and sheet/recorded music

access to an appropriate performance space

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 the candidate performing simple musical parts in an ensemble situation

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

written or oral questioning to assess knowledge of ensemble protocol.

Guidance information for assessment

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

CUSMPF101A Develop skills to play or sing music.

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

self-management and learning skills sufficient to:

follow ensemble protocol and musical instruction

improve performance skills through practice and rehearsal

technical skills sufficient to:

perform simple pieces on chosen instrument as part of an ensemble

tune instrument to achieve intonation

Required knowledge

basic understanding of music structures, styles and forms

basic understanding of OHS procedures in relation to performing in a range of environments

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.

Equipment may include:

chairs

electronic tuners

music stands

PA system and microphones

percussion instruments

stringed instruments

wind instruments.

Relevant personnel may include:

musical director

performer

mentor

teacher

coach

tutor

conductor

sound engineer.

Warm up may include:

chords

physical stretching

scales

vocal scales.

Cues may include:

notation in music score

body movement

musical

verbal or written.