NTISthis.com

Evidence Guide: CUSMPF410A - Perform music from written notation

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

 

CUSMPF410A - Perform music from written notation

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

Practise notated music

  1. Discuss with appropriate personnel the selection of suitable repertoire for practice and performance
  2. Practise music with accurate interpretation of rhythmic, melodic and harmonic structures
  3. Adhere to the required conventions of form and music structures
  4. Consider interpretation of dynamics and expression marks
  5. Practise accuracy of intonation
  6. Seek guidance from appropriate personnel and adjust techniques as required
Discuss with appropriate personnel the selection of suitable repertoire for practice and performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise music with accurate interpretation of rhythmic, melodic and harmonic structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adhere to the required conventions of form and music structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Consider interpretation of dynamics and expression marks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise accuracy of intonation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek guidance from appropriate personnel and adjust techniques as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present performances of notated music

  1. Perform melodic and rhythmic structures of music accurately
  2. Perform harmonic structures where required
  3. Demonstrate appropriate stylistic conventions
  4. Apply suitable tuning for selected music
  5. Adjust and adapt own performance in the context of a group performance as required
  6. Recover errors in performance as quickly and effectively as possible
Perform melodic and rhythmic structures of music accurately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform harmonic structures where required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate appropriate stylistic conventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply suitable tuning for selected music

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust and adapt own performance in the context of a group performance as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recover errors in performance as quickly and effectively as possible

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enhance music-reading skills

  1. Identify personal strengths and weaknesses as a means of recognising practice goals
  2. Explore suitable repertoire for further development
  3. In collaboration with appropriate personnel agree on a suitable repertoire for further development of music-reading skills
Identify personal strengths and weaknesses as a means of recognising practice goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore suitable repertoire for further development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In collaboration with appropriate personnel agree on a suitable repertoire for further development of music-reading skills

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 from written notation on at least three occasions

adhere to the conventions of the selected music

practise music-reading skills on a regular basis.

Context of and specific resources for assessment

Assessment must ensure:

access to a selection of notated music for investigation and performance

access to appropriate instruments, equipment and performance space

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:

direct observation or video recording of the candidate performing music from written notation

authenticated audio recordings of the candidate playing music from written notation

third-party reports from formal practical music examinations

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

case studies as a basis for discussion of issues and challenges that arise in the context of performing music from written notation.

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

CUSMPF404A Perform music as part of a group

CUSMPF406A Perform music as a soloist.

Required Skills and Knowledge

Required skills

communication and literacy skills sufficient to:

read notated music

work cooperatively with other performers and music personnel

initiative, enterprise and creativity in the context of:

interpreting music structures and elements to enhance musical outcomes in performance

interpreting creative work from written notation

appropriately interpreting expression and stylistic conventions from written music

recovering errors with minimal disruption to performance

problem-solving skills sufficient to:

troubleshoot music-reading problems

plan work tasks in a logical sequence

planning and organisational skills sufficient to:

implement a private music practice strategy

set work and practice goals

self-management skills sufficient to:

prepare self for performance

work to personal goals

seek expert assistance when problems arise

manage private music practice sessions

learning skills sufficient to improve music-reading skills through practice

technical skills sufficient to:

perform music accurately from written notation in chosen area of specialisation

interpret chords, scales, melodies, forms, textures or other conventions found within music notation

analyse scales, chord sequences and music systems, rhythms, time signatures and beat patterns of musical organisation relevant to specialisation

apply knowledge of musical forms in area of specialisation to written music

Required knowledge

sound knowledge of:

range of genres and styles and their musical forms and conventions in written notation

musical protocols and customs for reading written music in selected area of specialisation

repertoire relevant to chosen musical 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 performing music from written notation

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.

Appropriate personnel may be:

teachers

mentors

musicians

bandleaders

music conductors

choir leaders.

Repertoire may be:

classical

jazz

popular music

church

folk

world.

Rhythmic, melodic and harmonic structures may be:

key signatures

basic harmonic and melodic structures

grouping of simple rhythmic structures

time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2

note pitch

note duration

accidentals

chords, where appropriate.

Form and music structures may be:

bar lines

repeats

sign

coda

ties

rests

phrases

ornaments

popular music forms

jazz forms

classical forms.

Dynamics and expression marks may be:

tempo

volume

accents

phrasing

articulation

special effects.

Stylistic conventions may be:

tuning systems

interpretation of music devices

approaches to performance conventions within the selected style.