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Evidence Guide: CUSMPF401A - Rehearse music for group 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

 

CUSMPF401A - Rehearse music for group performances

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

Prepare for rehearsals

  1. Confirm rehearsal requirements with relevant personnel
  2. Confirm repertoire for performance and materials and equipment required at rehearsals
  3. Confirm that rehearsals are of reasonable length and include appropriate breaks to allow for the physical needs of performers
  4. Confirm that facilities and equipment provide an environment that is safe and conducive to learning and performance
  5. Discuss and negotiate changes to rehearsal arrangements with relevant personnel as required
Confirm rehearsal requirements with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm repertoire for performance and materials and equipment required at rehearsals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that rehearsals are of reasonable length and include appropriate breaks to allow for the physical needs of performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm that facilities and equipment provide an environment that is safe and conducive to learning and performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and negotiate changes to rehearsal arrangements with relevant personnel as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare own performance for rehearsal in private practice

  1. Identify and implement strategies for developing rehearsal skills
  2. Allocate sufficient private practice time to prepare individual performance to the required standard
  3. Where required, ensure that sight reading will be performed accurately and to the required standard
  4. Develop instrumental or vocal technique to the standard required by the repertoire
  5. Identify and remedy areas of deficiency in the performance repertoire
Identify and implement strategies for developing rehearsal skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Allocate sufficient private practice time to prepare individual performance to the required standard

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where required, ensure that sight reading will be performed accurately and to the required standard

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop instrumental or vocal technique to the standard required by the repertoire

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and remedy areas of deficiency in the performance repertoire

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in rehearsals

  1. Attend rehearsals punctually with required materials to hand
  2. Respond promptly and accurately to directions as required
  3. Take and give cues reliably, promptly, accurately and sensitively
  4. Communicate problems or issues that are relevant to the group in a constructive and timely manner, reflecting an understanding of the group and the achievement of rehearsal outcomes
  5. Maintain effective eye contact with the director and/or other ensemble players where appropriate to ensure a cohesive performance
  6. Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of the rehearsal and quality of performance
  7. Discuss and resolve technical or other problems in a positive and appropriate manner
  8. Incorporate relevant advice about own playing as required to advance quality in performance
Attend rehearsals punctually with required materials to hand

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond promptly and accurately to directions as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take and give cues reliably, promptly, accurately and sensitively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate problems or issues that are relevant to the group in a constructive and timely manner, reflecting an understanding of the group and the achievement of rehearsal outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain effective eye contact with the director and/or other ensemble players where appropriate to ensure a cohesive performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of the rehearsal and quality of performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and resolve technical or other problems in a positive and appropriate manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate relevant advice about own playing as required to advance quality in performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform to the required professional standard in rehearsal

  1. Identify, interpret and prepare musical line within the overall work to the standard required for performance
  2. Integrate own part within overall presentation to advance best performance outcomes
  3. Contribute to a shared response to work and adjust playing to the performing group style
  4. Adapt contribution to the performing group and the particular context as required
  5. Recognise and support the contribution of other artists appropriately
  6. Respect the working methods, personalities and special needs of other performers
  7. Harness and pace energy during the process to enable sustained input and consistent performance quality
  8. Apply listening skills to continuously evaluate and adjust own work
  9. Apply music knowledge to enhance own performance
Identify, interpret and prepare musical line within the overall work to the standard required for performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Integrate own part within overall presentation to advance best performance outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to a shared response to work and adjust playing to the performing group style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt contribution to the performing group and the particular context as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise and support the contribution of other artists appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respect the working methods, personalities and special needs of other performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Harness and pace energy during the process to enable sustained input and consistent performance quality

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply listening skills to continuously evaluate and adjust own work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply music knowledge to enhance own performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to a rehearsal culture

  1. Prepare own instrument, music and/or equipment in time to meet the demands of the rehearsal schedule
  2. Establish and maintain empathy and rapport in performance with all members of the group to advance performance outcomes
  3. Refine own interpretation through appropriate interaction with other performance participants
  4. Support all performers to encourage artistic commitment
Prepare own instrument, music and/or equipment in time to meet the demands of the rehearsal schedule

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish and maintain empathy and rapport in performance with all members of the group to advance performance outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Refine own interpretation through appropriate interaction with other performance participants

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Support all performers to encourage artistic commitment

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:

perform proficiently on chosen instrument in at least three rehearsals

listen effectively for and adjust intonation and nuance in performance

apply interpretation and expression skills

communicate effectively with other performers to achieve the required standard of performance.

Context of and specific resources for assessment

Assessment must ensure:

access to appropriate instruments, equipment and rehearsal space

opportunities to rehearse

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

Method of assessment

The following assessment methods are appropriate for this unit:

observation or video recording of candidate during rehearsals

written or oral questioning to test knowledge as listed in the required knowledge section of this unit

evaluation of documented discussion of time-management strategies with the candidate

relevant samples of artistic work with candidate's evaluation of rehearsal planning

samples of work plans for rehearsal

case studies as a basis for discussion of issues, methods and strategies in rehearsing music for performance.

Guidance information for assessment

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

CUSMPF302A Prepare for performances

CUSMPF402A Develop and maintain stagecraft skills

CUSMPF403A Develop repertoire as part of a backup group

CUSMPF404A Perform music as part of a group.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

interpret music appropriately for rehearsals and performances

recognise and support the contribution of other artists appropriately

collaborate effectively with other artists during rehearsals according to agreed schedule

listening skills in the context of:

listening critically to the performance of others

listening critically to and adjusting own performance to achieve the required sound

recognising intervals, chords, scales and chord progressions in selected area of specialisation

responding to other players and adjusting own performance accordingly

self-management and planning skills sufficient to:

plan practice time prior to rehearsals

arrive punctually at rehearsals

initiative and enterprise skills in the context of:

experimenting with a variety of musical interpretations

understanding and expressing appropriate musical nuance

learning skills in the context of improving music performance skills and expression through rehearsal and performance

technical and problem-solving skills sufficient to:

use a range of instrumental techniques in selected area of specialisation

tune instrument to achieve intonation

use a variety of rhythms and rhythmic styles relevant to specialisation

use appropriate chords and scales, forms, textures or other elements of musical organisation in performance for selected area of specialisation

Required knowledge

sound knowledge of:

range of genres and their musical forms and conventions in performance

solo or group performance protocols and customs in selected area of specialisation

technical requirements of relevant instruments for accurate and appropriate performance in selected area of specialisation

issues and challenges that typically arise in the context of rehearsals

OHS practices, procedures and standards as they apply to using musical instruments and 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.

Rehearsal requirements may include:

duration

frequency

schedule

procedures

pre-rehearsal preparation

venues

musical context

artistic and commercial objectives

other people involved in rehearsals.

Relevant personnel may include:

performers

ensemble members

presenters

artists

musical directors

conductors

tutors

mentors

sound engineers.

Repertoire may include:

movements and/or pieces appropriate to the selected instrument

improvisation on specific/harmonic structures

songs and tunes

own original pieces

traditional patterns.

Materials and equipment may include:

instruments and accessories

scores, charts, tapes and CDs

pencils to make notes or mark music scores

electrical equipment

sound enhancement

music and/or microphone stands

electronic hardware and software for performance relevant to selected area of specialisation

music-recording equipment

special-effects devices.

Strategies for developing rehearsal skills may include:

listening to and learning from a musical director and performance peers

participating in a range of rehearsals in selected area of specialisation

participating in professional development and other learning opportunities in selected area of specialisation

attending performances in selected area of specialisation

being involved in a range of music-making activities

studying performance techniques in a range of styles in selected area of specialisation.

Listening skills may include:

tuning instrument

aural imagination to explore interpretation options

pattern and sequence recognition and memory in selected area of specialisation

reproducing sequences from memory

recognising music systems and practices in selected area of specialisation

chords and keys in tonal or other musical systems in selected area of specialisation

listening to own and others' performance in an ensemble to guide and adjust own work

effective musical interaction with other members of the ensemble.

Music knowledge may include:

repertoire in selected area of specialisation

using vocabulary relevant to area of music specialisation

instrument knowledge in selected area of specialisation

musical forms, systems, practices and customs in selected area of specialisation

reading and writing music using written music, sheet music and chord charts relevant to selected area of specialisation

interpretation of directions relevant to selected area of specialisation for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

following solo and ensemble protocols in selected area of specialisation

following rehearsal and performance protocols in selected area of specialisation

improvisation in performance using aural cues only where relevant to selected area of specialisation

chord and melodic formulae in selected area of specialisation.