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Evidence Guide: CUSMPF404A - Perform music as part of a 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

 

CUSMPF404A - Perform music as part of a group

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

Perform warm-up routine

  1. Check instrument and other materials required for the performance to ensure their reliability in performance
  2. Tune instrument to ensure required pitch throughout the performance and minimal interruption for further tuning
  3. Warm up for the performance to ensure that sound production is secure before beginning the performance
  4. Use relaxation techniques to overcome performance anxiety as required
Check instrument and other materials required for the performance to ensure their reliability in performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tune instrument to ensure required pitch throughout the performance and minimal interruption for further tuning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Warm up for the performance to ensure that sound production is secure before beginning the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use relaxation techniques to overcome performance anxiety as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform work

  1. Maintain concentration and focus throughout the performance
  2. Meet the technical and interpretive requirements of the music and the staging requirements of the performance
  3. Apply music knowledge to enhance performance outcomes
  4. Monitor instrument tuning and adjust appropriately during the course of the performance with minimal interruption to the flow of the work
  5. Use a performing style that is appropriate to the context of the music and the performance
  6. Respond flexibly and effectively to contingencies to maintain the integrity of the performance
  7. Interact considerately and constructively with stage management and other artistic, venue, studio and organisational staff as required
Maintain concentration and focus throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Meet the technical and interpretive requirements of the music and the staging requirements of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply music knowledge to enhance performance outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor instrument tuning and adjust appropriately during the course of the performance with minimal interruption to the flow of the work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use a performing style that is appropriate to the context of the music and the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond flexibly and effectively to contingencies to maintain the integrity of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact considerately and constructively with stage management and other artistic, venue, studio and organisational staff as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform in a group

  1. Respond promptly and effectively to musical, stage or studio direction
  2. Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance
  3. Demonstrate balance in dynamics and style with other players
  4. Respond effectively and with empathy to other performers and to the music-making process throughout the performance
  5. Perform music entries and exits consistent with the style of music and as agreed with other players
Respond promptly and effectively to musical, stage or studio direction

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate balance in dynamics and style with other players

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond effectively and with empathy to other performers and to the music-making process throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform music entries and exits consistent with the style of music and as agreed with other players

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with other performers

  1. Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively
  2. Synchronise own playing with that of other performers
  3. Demonstrate respect for other performers' work using positive and constructive communication in verbal and body language
  4. Contribute constructively to the dynamics of the group to ensure best performance outcome
  5. Listen critically to own and others' performance and adjust playing as necessary to achieve the required sound
Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Synchronise own playing with that of other performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate respect for other performers' work using positive and constructive communication in verbal and body language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute constructively to the dynamics of the group to ensure best performance outcome

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen critically to own and others' performance and adjust playing as necessary to achieve the required sound

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate performance

  1. With other members of the group, measure the performance against previous work to assess technical and artistic development
  2. Discuss weaknesses and errors in the performance and collaboratively identify remedies for improvement in the ensemble
  3. Evaluate repertoire choice and programming to determine suitability for the group's technical standard and style as well as the overall musical balance in the program
  4. Collaboratively and constructively assess the role of individual performers for ensemble balance and for future performance possibilities
  5. Constructively evaluate the group's stage presentation, posture, dress and movement individually and collectively and determine possible improvements
  6. Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met more effectively
  7. Collaboratively and constructively plan strategies for refining group performance and technical skills based on outcome of evaluations
With other members of the group, measure the performance against previous work to assess technical and artistic development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss weaknesses and errors in the performance and collaboratively identify remedies for improvement in the ensemble

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate repertoire choice and programming to determine suitability for the group's technical standard and style as well as the overall musical balance in the program

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaboratively and constructively assess the role of individual performers for ensemble balance and for future performance possibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Constructively evaluate the group's stage presentation, posture, dress and movement individually and collectively and determine possible improvements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met more effectively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Collaboratively and constructively plan strategies for refining group performance and technical skills based on outcome of evaluations

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 as a member of a group before an audience on at least three occasions

listen effectively to adjust intonation and nuance in performance

apply interpretation and expression skills

collaborate effectively with other members of the group during performances

participate constructively in evaluations of group performances.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

opportunities for musical collaboration in performances before an audience

appropriate venue with adequate space and acoustic qualities for solo performances

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 recordings of performances in which the candidate is a member of a performing group

written or oral questioning on performance strategies

discussion of planning for group performances

authenticated details of relevant courses or training sessions

authenticated details of relevant artistic and/or commercial achievements

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

case studies and scenarios as a basis for discussion of methods, strategies and other issues in group performances.

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

CUSMPF403A Develop repertoire as part of a backup group

CUSMPF405A Develop instrumental techniques.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

interpret music appropriately for performances

collaborate effectively with other artists and technical personnel involved in performances

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 and adjusting own performance to achieve the required sound

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

demonstrating appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound

responding to other players and adjusting own performance accordingly

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, time signatures, beat patterns and rhythmic styles relevant to specialisation

use a variety of scales, chord sequences and music systems in selected area of specialisation

learning skills in the context of using feedback to identify strengths and weaknesses in technique to improve own technical facility

self-management and planning skills sufficient to allow sufficient time for warm-up prior to performances

initiative, enterprise and creativity in the context of:

demonstrating originality and innovative approaches in interpretation within the requirements of the group

extending musical boundaries in performance for self and audience within the performance context

phrasing and shaping music appropriately

understanding and expressing appropriate musical nuance

achieving own individual style of musical expression

performing appropriately for the context of venues, sound forces and perceived audience taste

performing in a variety of instrumental combinations

Required knowledge

music knowledge:

repertoire knowledge in selected area of specialisation

musical terminology, systems, elements and genres

musical styles in selected area of specialisation

group and solo performance protocols and customs

issues and challenges that arise in the context of performing music as part of a group

OHS principles as they apply to performing:

relevant legislation

policies and best practice relevant to particular performance contexts

preventative practice against overuse injury and hearing damage

correct posture

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.

Relaxation techniques may include:

mind to muscle:

meditation

imagery/conscious visualisation

affirmations

stretching

deep breathing

light aerobic exercises.

Music knowledge may include:

repertoire

instruments

music analyses and research in selected area of specialisation

musical forms, systems, practices and customs

reading and writing music using written music, sheet music and chord charts

interpretation of directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

solo and ensemble protocols for rehearsals and performances

improvisation in performance using aural cues only

chord and melodic formulae.

Listening may include:

tuning instrument

using aural imagination to develop interpretation

pattern and sequence recognition and memory

recognising music systems and practices

chords and keys in tonal or other musical systems

reproducing sequences from memory

adapting own performance to the overall performance of the group

listening critically to own performance

responding to other players in performance.

Strategies for developing skills may include:

seeking and using opportunities to perform in ensembles or groups

participating in groups or associations

participating in professional development and other learning opportunities

attending master classes

attending performances

contributing to and participating in festivals, conferences or other group performance activities

being involved in a range of music-making activities

studying performance techniques in a range of styles.

Technical skills may include:

applying understanding of instruments and specifications

musical elements in selected area of specialisation

range of techniques to control and enhance group performance skills

technical requirements for ensemble partners in rehearsals and performances.