Perform music as a soloist Evidence Guide

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Evidence Guide: CUSMPF406A - Perform music as a soloist

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

CUSMPF406A - Perform music as a soloist

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

Perform warm-up routine

Ensure that music is fully rehearsed to the required performance standard
Check instrument and other materials required for the performance to ensure their reliability in performance
Ensure accurate tuning of instrument where relevant
Warm up for the performance to ensure that sound production is secure from the beginning of the performance
Use relaxation techniques to overcome performance anxiety as required

Ensure that music is fully rehearsed to the required performance standard

Completed
Date:

Teacher:

Evidence:

Check instrument and other materials required for the performance to ensure their reliability in performance

Completed
Date:

Teacher:

Evidence:

Ensure accurate tuning of instrument where relevant

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Use relaxation techniques to overcome performance anxiety as required

Completed
Date:

Teacher:

Evidence:

Execute solo elements of performance

Apply music knowledge to enhance performance outcomes
Demonstrate imagination and innovation in the musical interpretation to maintain audience focus and attention
Use appropriate techniques to effectively realise performance style
Focus expressive skills effectively to engage self, accompanist and audience in the performance
Respond promptly and effectively to musical and stage studio direction as required
Listen critically to own and others' performance and continuously adjust own performance to produce the required sound
Demonstrate appropriate intonation dynamics, phrasing, rhythm and expression to produce the required sound
Sustain the musical line and/or harmony as required in the style and context of performance
Where relevant, maintain artistic and technical communication at all times with musical director

Apply music knowledge to enhance performance outcomes

Completed
Date:

Teacher:

Evidence:

Demonstrate imagination and innovation in the musical interpretation to maintain audience focus and attention

Completed
Date:

Teacher:

Evidence:

Use appropriate techniques to effectively realise performance style

Completed
Date:

Teacher:

Evidence:

Focus expressive skills effectively to engage self, accompanist and audience in the performance

Completed
Date:

Teacher:

Evidence:

Respond promptly and effectively to musical and stage studio direction as required

Completed
Date:

Teacher:

Evidence:

Listen critically to own and others' performance and continuously adjust own performance to produce the required sound

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

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

Completed
Date:

Teacher:

Evidence:

Where relevant, maintain artistic and technical communication at all times with musical director

Completed
Date:

Teacher:

Evidence:

Evaluate performance

Assess the performance for its success in achieving its potential and incorporate evaluation into future performances
Measure performance against previous work to assess own technical and artistic development
Identify and note weaknesses and errors in the performance to improve future performances
Assess feedback and use for possible adjustment to future work
Plan strategies for refining solo performance and technical skills based on outcome of evaluations

Assess the performance for its success in achieving its potential and incorporate evaluation into future performances

Completed
Date:

Teacher:

Evidence:

Measure performance against previous work to assess own technical and artistic development

Completed
Date:

Teacher:

Evidence:

Identify and note weaknesses and errors in the performance to improve future performances

Completed
Date:

Teacher:

Evidence:

Assess feedback and use for possible adjustment to future work

Completed
Date:

Teacher:

Evidence:

Plan strategies for refining solo 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 soloist before an audience on at least three occasions listen effectively to adjust intonation and nuance in performance apply interpretation and expression skills communicate effectively with others involved in performances.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment opportunities for solo performances before an audience access to 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 solo performances by the candidate written or oral questioning on performance strategies discussion of planning for a solo performance relevant samples of artistic work with candidate's evaluation 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 solo performance.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

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

work with accompanists to achieve best performance outcomes

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

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:

practising strategically to overcome specific technical, expressive or sound-production problems

using feedback to identify strengths and weaknesses in technique to improve own technical facility

self-management and planning skills sufficient to:

plan practice time prior to performances

allow sufficient time for warm-up prior to performances

initiative, enterprise and creativity in the context of:

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

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 as a soloist

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.
Techniques may include:	improvisation ornamentation specific methods of instrumental attack performance customs relevant to the style and context of the music in selected area of specialisation preparing instruments during performance.
Listening critically may apply to:	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.
Strategies may include:	working effectively with an appropriate tutor practising as a solo performer participating in relevant groups or associations participating in professional development and other learning opportunities attending master classes attending performances contributing to and participating in festivals and conferences being involved in a range of music-making activities as a soloist studying performance techniques of a range of styles in selected area of specialisation listening critically to a wide range of live and recorded music.

NTISthis.com

Evidence Guide: CUSMPF406A - Perform music as a soloist

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSMPF406A - Perform music as a soloist

Perform warm-up routine

Execute solo elements of performance

Evaluate performance

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _