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Evidence Guide: CUSMPF403A - Develop repertoire as part of a backup group

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

 

CUSMPF403A - Develop repertoire as part of a backup group

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

Clarify backup requirements

  1. Confirm overall performance requirements in consultation with appropriate personnel
  2. As required, become familiar with work of solo artist for whom backup is being provided
  3. Confirm number and type of performers required in the backup group
  4. Participate in organising members of backup group as required
  5. Confirm nature and extent of own contribution to the backup group
  6. Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated
Confirm overall performance requirements in consultation with appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

As required, become familiar with work of solo artist for whom backup is being provided

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm number and type of performers required in the backup group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Participate in organising members of backup group as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm nature and extent of own contribution to the backup group

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Select repertoire

  1. Collaborate with appropriate personnel to select a range of items suited to the purpose of the performance and solo artist's style
  2. Discuss pros and cons of items and agree on a program that provides balance and variety in line with performance requirements
  3. Obtain final sign-off on program as required
Collaborate with appropriate personnel to select a range of items suited to the purpose of the performance and solo artist's style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss pros and cons of items and agree on a program that provides balance and variety in line with performance requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Obtain final sign-off on program as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Rehearse repertoire

  1. Use personal practice time to develop own instrumental or vocal technique to the standard required by the repertoire
  2. Attend rehearsals punctually with required materials to hand
  3. Perform repertoire pieces together as a group with solo artist as required
  4. Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of rehearsals and quality of performance
  5. Discuss and resolve technical or stagecraft issues in a positive and appropriate manner
  6. Incorporate relevant advice about own performance as required to advance quality in performance
  7. In collaboration with other members of the group identify areas that need to be improved and incorporate into personal practice sessions and rehearsals as required
Use personal practice time to develop own instrumental or vocal technique to the standard required by the repertoire

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Attend rehearsals punctually with required materials to hand

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform repertoire pieces together as a group with solo artist as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and resolve technical or stagecraft issues in a positive and appropriate manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In collaboration with other members of the group identify areas that need to be improved and incorporate into personal practice sessions and rehearsals 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:

contribute to the selection of repertoire for at least three performances where the candidate is a member of a backup group

work cooperatively with members of a backup group to prepare for performances

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 rehearsals where the candidate is a member of a backup group

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

samples of work plans for rehearsals

case studies as a basis for discussion of issues and challenges that arise in the context of developing repertoire as part of a backup group.

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

CUSMPF401A Rehearse music for group performances

CUSMPF402A Develop and maintain stagecraft skills

CUSMPF404A Perform music as part of a group.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

discuss repertoire requirements in a collaborative manner

collaborate effectively with other musicians and performers during rehearsals

provide constructive feedback on group performances to other members of the group

respond positively to constructive feedback on own performance in the group

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

responding to other players and/or vocalists 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 contributing to the development of repertoire that best meets the requirements of performances

learning skills in the context of:

improving music performance skills and expression through rehearsal

extending repertoire knowledge

technical skills sufficient touse a range of techniques on chosen instruments

Required knowledge

sound knowledge of:

range of genres and their musical forms and conventions in performance

solo or group performance protocols and customs in area of specialisation

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

issues and challenges that arise in the context of developing repertoire as part of a backup group

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.

Requirements may include:

time

venue

length of performance

content

ensemble size

improvisation

stagecraft aspects, including:

movement and actions

dress

make-up and hair styling

special effects

audience interaction

resources, including:

instruments

instrumental accessories

sound equipment

microphones

sheet music

music scores

music stands.

Appropriate personnel may include:

solo artist

musical director

producer

performer

technical crew

mentor

teacher

coach

tutor

conductor

agent.

Performers may include:

instrumentalists

vocalists

electronic music performers.

Purpose of the performance may be for:

general public

entertainment

concert

dance

corporate purposes

cultural purposes

marketing and promotion

a specific age group

educational purposes

schools or other institutions

special communities

special occasions

public and/or religious ceremonies

auditions

audio or video recordings.

Pros and cons of items may include:

technical facility required to perform items

ability of group members to perform pieces

length of item

potential for showcasing solo artist

potential for providing a varied program

potential for audience participation.