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Evidence Guide: CUSMPF506A - Develop technical skills and expand repertoire

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

 

CUSMPF506A - Develop technical skills and expand repertoire

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

Use technical control in performing music

  1. Use control of the physical characteristics of chosen instrument to perform music skilfully
  2. Use technical control to exploit the expressive qualities of chosen instrument in performance
  3. Control sound production to achieve consistency and reliability in performance across a wide range of repertoire in selected musical style
Use control of the physical characteristics of chosen instrument to perform music skilfully

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use technical control to exploit the expressive qualities of chosen instrument in performance

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Control sound production to achieve consistency and reliability in performance across a wide range of repertoire in selected musical style

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Maintain and care for the instrument

  1. Use appropriate methods to care for, move, use and store the instrument securely
  2. Set up and/or warm up the instrument in preparation for practice or performance
  3. Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes
  4. 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 or 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 techniques and expand repertoire

  1. In consultation with appropriate personnel, plan practice sessions, strategies and exercises aimed at extending techniques and expanding repertoire
  2. Use repertoire or specific technical exercises to address specific needs
  3. Apply developing experience of the physical relationship with the instrument to achieve individual style and extend musical expression
  4. Listen to own work critically to produce accurate intonation and tone colour across a wide dynamic range
  5. Use good posture and appropriate finger, hand and/or body positions to perfect technical facility and ensure healthy performance habits
  6. Monitor progress in skill development against personal goals and adjust practice sessions accordingly
In consultation with appropriate personnel, plan practice sessions, strategies and exercises aimed at extending techniques and expanding repertoire

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use repertoire or specific technical exercises to address specific needs

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply developing experience of the physical relationship with the instrument to achieve individual style and extend musical expression

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Listen to own work critically to produce accurate intonation and tone colour across a wide dynamic range

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Monitor progress in skill development against personal goals and adjust practice sessions accordingly

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply refined skills to perform a wider range of pieces

  1. Interpret music appropriately to play a range of repertoire for solo and ensemble performance using appropriate rhythm, expression and tuning
  2. Use a variety of instrumental techniques to perform a range of repertoire appropriate to the selected area of music specialisation
  3. Control intonation, rhythm, tempo, expression, phrasing and nuance appropriate to the repertoire and musical style
  4. Evaluate own performances and note areas for future improvement
  5. Seek feedback on own performance from appropriate personnel and incorporate their ideas and suggestions into strategies for continuously improving own skills and knowledge
Interpret music appropriately to play a range of repertoire for solo and ensemble performance using appropriate rhythm, expression and tuning

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use a variety of instrumental techniques to perform a range of repertoire appropriate to the selected area of music specialisation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Control intonation, rhythm, tempo, expression, phrasing and nuance appropriate to the repertoire and musical style

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate own performances and note areas for future improvement

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek feedback on own performance from appropriate personnel and incorporate their ideas and suggestions into strategies for continuously improving own skills and knowledge

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:

use aural discrimination to monitor and adjust own performance to achieve the required sound

demonstrate fluent performance on the selected instrument in area of specialisation

monitor progress in own skill development

expand repertoire in area of specialisation

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

opportunities to demonstrate improvement in technical skills and expansion of repertoire.

Method of assessment

The following assessment methods are appropriate for this unit:

observation of practice or performance

written or oral questioning on technical development strategies, planning and goals

video and/or audio recordings of performances or practice sessions

self-evaluation sheets

samples of work plans for private practice sessions, including monitoring of progress against goals

case studies and scenarios as a basis to discuss issues associated with technical skill development and expansion of repertoire.

Guidance information for assessment

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

CUSIND401A Develop specialist expertise in the music industry

CUSMLT501A Refine aural-perception skills

CUSMPF401A Rehearse music for group performances

CUSMPF505A Perform improvisation for audiences.

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

self-management and planning skills sufficient to:

plan own practice time

set 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 or voice

produce a controlled sound with variations in tone as required

apply acoustic principles to own playing

initiative and enterprise skills in the context of:

producing sounds in a range of ways appropriate to selected musical style and repertoire

developing an increased awareness of the subtleties and variations of tone colour available on chosen instrument and their use in performance

learning skills in the context of:

improving music performance skills and expression through practice

expanding repertoire

technical and problem-solving skills sufficient to:

use a range of instrumental techniques on a first or second instrument

tune instrument to achieve intonation

play an extensive range of scales, rhythms or chord patterns in selected area of specialisation

produce planned sound consistently across a wide dynamic range

discriminate and adjust pitch to produce the required sound

Required knowledge

acoustic principles relevant to selected instrument and area of specialisation

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

repertoire relevant to the selected instrument and area of specialisation

issues and challenges that arise in the context of refining technical skills and expanding repertoire

OHS principles relevant to particular performance contexts, such as:

legislation

policies and best practice

hearing protection

protection of body against overuse injury

safe lifting practices

performance anxiety

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.

Instruments may be first or second instruments and may include:

acoustic or electronic

voice

stringed

keyboards

wind

tuned and untuned percussion

brass

plucked.

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.

Appropriate personnel may include:

musical director

performer

mentor

teacher

coach

tutor

conductor

sound engineer.

Strategies may include:

working effectively with an appropriate tutor

practising as a performer

participating in relevant groups or associations

participating in professional development and other learning opportunities

attending master classes

attending performances

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

Exercises may be aimed at developing:

ability to play a wide range of scales, triads, arpeggios, chords or rhythms

varied tone colour

bowing techniques to achieve good phrasing and a range of articulation options

embouchure to achieve good tone production across the range and special techniques

fingering patterns to achieve required phrasing, articulation and dynamics

posture appropriate to good sound production and OHS principles

hand and/or foot patterns

plucking and picking patterns

drumming expertise with mallets and beaters

pedalling techniques

microphone techniques.

Techniques may involve:

instrumental/vocal sound production

physical coordination

improvisation

sight reading

playing a range of pieces in different styles in area of specialisation

playing a wide range of rhythms, time signatures and rhythm patterns in area of specialisation

playing a wide range of chords and chord patterns in area of specialisation

using a range of keys, scales and chord sequences

adjusting tone colour through:

instrumental attack

techniques for sound production

a range of accessories

electronic sound enhancers

interaction between the player and the instrument

use of performer's physique

improving aural memory.

Repertoire may include:

solo pieces

ensemble pieces

improvised pieces.

Needs may include:

working on identified technical weaknesses

extending rhythmic accuracy

performing a wide range of techniques appropriate to the style of music

refining physical facility

ensuring skilful control of the instrument across an extensive range of repertoire.