Develop performance techniques on a second instrument Evidence Guide

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Evidence Guide: CUSMPF408A - Develop performance techniques on a second instrument

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

CUSMPF408A - Develop performance techniques on a second instrument

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

Explore the range of the second instrument

In consultation with appropriate personnel, compare features and characteristics of second instrument with those of primary instrument
Plan development of performance technique in a way that builds on existing techniques and skills that can be applied to mastering the second instrument
Develop control of the range and scope of instrument and apply to performance
Explore capability of instrument in line with repertoire requirements

In consultation with appropriate personnel, compare features and characteristics of second instrument with those of primary instrument

Completed
Date:

Teacher:

Evidence:

Plan development of performance technique in a way that builds on existing techniques and skills that can be applied to mastering the second instrument

Completed
Date:

Teacher:

Evidence:

Develop control of the range and scope of instrument and apply to performance

Completed
Date:

Teacher:

Evidence:

Explore capability of instrument in line with repertoire requirements

Completed
Date:

Teacher:

Evidence:

Maintain and care for the instrument

Use appropriate methods to care for, move, use and store the instrument securely
Set up and/or warm up the instrument in preparation for practice and performance
Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes
Tune the instrument appropriately to the required standard and tuning conventions

Use appropriate methods to care for, move, use and store the instrument securely

Completed
Date:

Teacher:

Evidence:

Set up and/or warm up the instrument in preparation for practice and performance

Completed
Date:

Teacher:

Evidence:

Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes

Completed
Date:

Teacher:

Evidence:

Tune the instrument appropriately to the required standard and tuning conventions

Completed
Date:

Teacher:

Evidence:

Use practice time to develop performance technique

In consultation with appropriate personnel, plan practice sessions aimed at developing techniques and overcoming technical challenges
Apply music knowledge to facilitate development of performance technique
Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness
Plan repertoire to advance performance skills
Use good posture and appropriate finger, hand and/or body positions to maintain technical facility and healthy performance habits
Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required

In consultation with appropriate personnel, plan practice sessions aimed at developing techniques and overcoming technical challenges

Completed
Date:

Teacher:

Evidence:

Apply music knowledge to facilitate development of performance technique

Completed
Date:

Teacher:

Evidence:

Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness

Completed
Date:

Teacher:

Evidence:

Plan repertoire to advance performance skills

Completed
Date:

Teacher:

Evidence:

Use good posture and appropriate finger, hand and/or body positions to maintain technical facility and healthy performance habits

Completed
Date:

Teacher:

Evidence:

Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required

Completed
Date:

Teacher:

Evidence:

Perform pieces

Use activities and physical exercises to play pieces from a range of repertoire
Perform all work following agreed tempi and musical markings where relevant
Use appropriate techniques to achieve sound control, accurate intonation, and variations in sound and tone as required

Use activities and physical exercises to play pieces from a range of repertoire

Completed
Date:

Teacher:

Evidence:

Perform all work following agreed tempi and musical markings where relevant

Completed
Date:

Teacher:

Evidence:

Use appropriate techniques to achieve sound control, accurate intonation, and variations in sound and tone as required

Completed
Date:

Teacher:

Evidence:

Evaluate own performance

Listen to the work of other musicians to set performance goals and evaluate own performance against those goals
Act on constructive feedback from relevant personnel on own performance and level of skill development

Listen to the work of other musicians to set performance goals and evaluate own performance against those goals

Completed
Date:

Teacher:

Evidence:

Act on constructive feedback from relevant personnel on own performance and level of skill development

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 at least three pieces that demonstrate an ability to achieve the required sound on an instrument other than the primary one use aural discrimination to monitor and adjust own performance to achieve the required sound learn and practise to improve own performance respond positively to constructive feedback on own performance.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instrument and equipment access to suitable acoustic 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: observation of practice or performance sessions where the candidate is playing an instrument other than the primary one written or oral questioning on technical development strategies, planning and goals with respect to developing performance technique on a second instrument video and/or audio recordings of performances or practice sessions where the candidate is playing an instrument other than the primary one self-evaluation sheets samples of work plans for private practice sessions case studies and scenarios as a basis to discuss issues and challenges that arise in the context of developing performance technique on a second instrument.
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 CUSMPF404A Perform music as part of a group.

Required Skills and Knowledge

Required skills

communication, teamwork and organisational skills sufficient to:

interpret music appropriately for performance practice

respond appropriately to constructive feedback on own performance

discuss characteristics of different instruments in the context of developing performance technique on a second instrument

self-management and planning skills sufficient to:

plan own practice time

setskill-development goals

identify areas of weakness and plan practice accordingly

listening skills sufficient to:

monitor and adjust intonation as required

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

use appropriate sound and tone production for instrument

produce a controlled sound with variations in tone as required

initiative and enterprise skills in the context of producing sounds in a range of ways appropriate to selected musical style and repertoire

learning skills in the context of:

improving music performance skills and expression through practice

applying relevant existing skills and knowledge to the task of developing performance technique on a second instrument

technical and problem-solving skills sufficient to:

use a range of instrumental techniques

tune instrument to achieve intonation

use a variety of rhythms and rhythmic styles relevant to specialisation

Required knowledge

sound understanding of:

industry, repertoire and musical terminology

acoustic principles relevant to selected instrument and area of specialisation

instrument parts, applications, range, capabilities, care and maintenance

issues and challenges that arise in the context of developing performance technique on a second instrument

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.
Appropriate personnel may include:	musical director performer mentor teacher coach tutor conductor sound engineer.
Instruments may include:	acoustic or electronic instruments voice stringed keyboards wind percussion brass plucked.
Techniques may include:	bowing embouchure plucking and picking fingering pedalling drumming physical coordination ability to play rhythms and rhythm patterns ability to play chords and chord patterns ability to reproduce pieces from written notation, chord charts and/or aural memory and imitation.
Range and scope of instruments may include:	tone colour articulation physical attributes and components control and contrast sound production dynamics and volume pitch, register and tessitura specific effects available using a range of attacks other acoustic or electronic effects.
Capability of an instrument may include:	application to a range of music-making activities and outcomes in selected area of specialisation scope and potential for solo or group performance in selected area of specialisation adaptability size of instrument history in performance and customs of established performance tradition.
Repertoire may include:	pieces appropriate to the selected instrument improvisations on rhythmic, harmonic or melodic structures songs and tunes traditional patterns own original work.
Accessories may include:	reeds strings plectrums mouth pieces sticks, mallets, brushes and beaters stands pedals microphones amplifiers samplers mixers enhancers.
Tuning an instrument may involve:	adjusting: pitch tone colour oral tract, including lip pressure and intensity of breath position of the diaphragm and larynx sound production diameter or other instrumental dimensions, such as: length of strings tautness of skins length of tubing or pipes embouchure settings of the instrument and relevant accessories using: appropriate tuning options tuning keys or other tuning implements, such as tuning forks and electronic tuners pitch pipes electronic pitch or frequency controls other musicians.
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.
Exercises may include:	scales arpeggios range of triads, chords or rhythms breathing exercises to achieve good breath control and tone colour bowing techniques to increase fluency, variety and coordination embouchure to achieve correct tone production and a well-centred sound fingering patterns with appropriate phrasing, articulation and dynamics hand and foot patterns plucking and picking patterns and exercises drumming exercises with hands, mallets and beaters pedalling.

NTISthis.com

Evidence Guide: CUSMPF408A - Develop performance techniques on a second instrument

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSMPF408A - Develop performance techniques on a second instrument

Explore the range of the second instrument

Maintain and care for the instrument

Use practice time to develop performance technique

Perform pieces

Evaluate own performance

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _