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Evidence Guide: CUSMPF503A - Perform accompaniment

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

 

CUSMPF503A - Perform accompaniment

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

Prepare to perform accompaniment

  1. Discuss and confirm artistic vision and expected performance outcomes with appropriate personnel
  2. Confirm own status and contribution within the overall concept, ensuring that own artistic and professional integrity are maintained
  3. Ensure that accompaniment is within own technical and artistic level of ability
  4. Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins
  5. Take direction from and maintain support for the principal artists in rehearsals
  6. Develop and use strategies to overcome the effects of performance anxiety
Discuss and confirm artistic vision and expected performance outcomes with appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm own status and contribution within the overall concept, ensuring that own artistic and professional integrity are maintained

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that accompaniment is within own technical and artistic level of ability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take direction from and maintain support for the principal artists in rehearsals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop and use strategies to overcome the effects of performance anxiety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide accompaniment for performers

  1. Ensure that musical content is appropriate to the instrument, context and standard of performers
  2. In collaboration with appropriate personnel, apply music knowledge to adapt music for the content and context of the performance
  3. Ensure that accompaniment underpins and enhances the performance
  4. Emphasise elements of the music appropriately for the performance
  5. Maintain energy levels, concentration and focus throughout the performance
  6. Ensure that practice and performance sessions allow for reasonable rest breaks appropriate to the performance context
  7. Ensure that rehearsal and performance conditions are safe and ergonomically adequate for correct posture
Ensure that musical content is appropriate to the instrument, context and standard of performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In collaboration with appropriate personnel, apply music knowledge to adapt music for the content and context of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that accompaniment underpins and enhances the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Emphasise elements of the music appropriately for the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain energy levels, concentration and focus throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that practice and performance sessions allow for reasonable rest breaks appropriate to the performance context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that rehearsal and performance conditions are safe and ergonomically adequate for correct posture

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide stimulus and support for performers

  1. Continuously monitor and adjust to the needs of the performers' own performance
  2. Ensure that accompaniment complements the inherent qualities of performers and follows the overall performance
  3. Respond in a sensitive and informed way to the technical demands of the performance
  4. Ensure that accompaniment gives clear and accurate guidance to performers as required and is capable of being reproduced exactly
  5. Listen and adjust volume of playing to the needs of performers and context of activity throughout the performance
  6. Maintain balance consistently between performers and accompaniment
Continuously monitor and adjust to the needs of the performers' own performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that accompaniment complements the inherent qualities of performers and follows the overall performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond in a sensitive and informed way to the technical demands of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that accompaniment gives clear and accurate guidance to performers as required and is capable of being reproduced exactly

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen and adjust volume of playing to the needs of performers and context of activity throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain balance consistently between performers and accompaniment

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with performers

  1. Respond sensitively to performers' emotional state
  2. Respond sensitively to performers' artistic requirements to ensure planned performance outcomes are achieved
  3. Adapt accompaniment to particular methods and styles of performers as required to achieve agreed performance outcomes
  4. Ensure that conduct and appearance are appropriate to the performance context
  5. Take and give cues reliably, promptly, accurately and sensitively
Respond sensitively to performers' emotional state

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond sensitively to performers' artistic requirements to ensure planned performance outcomes are achieved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adapt accompaniment to particular methods and styles of performers as required to achieve agreed performance outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that conduct and appearance are appropriate to the performance context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take and give cues reliably, promptly, accurately and sensitively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate performance

  1. Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way
  2. Evaluate own performance as accompanist and note areas for future improvement
  3. Seek feedback on own performance from appropriate personnel and incorporate suggestions into overall strategies for improving own accompaniment skills
Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own performance as accompanist and note areas for future improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on own performance from appropriate personnel and incorporate suggestions into overall strategies for improving own accompaniment 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 proficiently as an accompanist 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 to accompany performers 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 the candidate performing accompaniments

written or oral questioning on performance strategies as an accompanist

discussion of planning for performances

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 involved in being an accompanist.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUSIND501A Apply music knowledge and artistic judgement

CUSMPF401A Rehearse music for group performances

CUSMPF410A Perform music from written notation

CUSMPF501A Prepare a program for performance

CUSMPF506A Develop technical skills and expand repertoire.

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 to achieve planned outcomes

work with performers to achieve best performance outcomes

listening skills in the context of:

demonstrating empathy with performers

listening critically to and adjusting own performance to achieve the required sound and to support performers

responding to other players and adjusting own performance in ensemble

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

extending repertoire knowledge

self-management and planning skills sufficient to:

plan practice time prior to performance to improve technical facility

allow sufficient time for warm-up prior to performances

maintain an appropriate standard of personal presentation

initiative, enterprise and creativity in the context of:

supporting performers to deal with contingencies during performances

phrasing and shaping music appropriately

understanding and expressing appropriate musical nuance

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 an accompanist

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:

artists and performers

directors

composers

conductors

bandleaders

producers

promoters

mentors.

Strategies to overcome the effects of performance anxiety may include:

focussing on a single element or action at a time

relaxation techniques, such as:

meditation

deep breathing

focussing on patterns rather than individual notes

warm-up routines.

Music knowledge may include:

repertoire

instrument knowledge

findings from music analyses and research

musical forms, systems, practices and customs

music notation

interpretation of directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

accompaniment protocols

rehearsal and performance protocols

chord and melodic formulae.

Technical demands may involve:

techniques to control and enhance performance

musical elements and techniques appropriate to style of music making

technical requirements for ensemble partners

technical requirements of relevant instruments.

Listening may include:

tuning instrument

accurate intonation and stylistic nuance in performance

performance collaboration

needs of performers for support

pattern and sequence recognition and memory

recognising music systems and practices

chords and keys in tonal or other musical systems

reproducing sequences from memory.

Strategies for improving own accompaniment skills may include:

working with an appropriate tutor and/or coach

private practice

using opportunities to practise as an accompanist with principle performers in selected area of specialisation

participating in relevant groups or associations in selected area of specialisation

participating in professional development and other learning opportunities

attending master classes

attending performances

contributing to and participating in festivals and conferences relevant to area of specialisation

being involved in a range of music accompaniment activities in selected area of specialisation

studying performance techniques in a range of styles in selected area of specialisation

listening critically to a wide range of live and recorded music.