Extend improvisation techniques Evidence Guide

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Evidence Guide: CUSMPF604A - Extend improvisation techniques

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

CUSMPF604A - Extend improvisation techniques

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

Set professional development goals

In consultation with appropriate personnel, listen to recordings of own improvisations in the context of setting professional development goals
Discuss factors that contribute to excellence in improvisation and incorporate them into professional development goals as appropriate
Listen to the work of master improvisers and consider techniques that could be applied to own practice
Establish criteria for monitoring and evaluating the success of own skill development
Develop a practice plan that incorporates realistic goals as a basis for refining improvisation techniques
Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan

In consultation with appropriate personnel, listen to recordings of own improvisations in the context of setting professional development goals

Completed
Date:

Teacher:

Evidence:

Discuss factors that contribute to excellence in improvisation and incorporate them into professional development goals as appropriate

Completed
Date:

Teacher:

Evidence:

Listen to the work of master improvisers and consider techniques that could be applied to own practice

Completed
Date:

Teacher:

Evidence:

Establish criteria for monitoring and evaluating the success of own skill development

Completed
Date:

Teacher:

Evidence:

Develop a practice plan that incorporates realistic goals as a basis for refining improvisation techniques

Completed
Date:

Teacher:

Evidence:

Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan

Completed
Date:

Teacher:

Evidence:

Use personal practice time to refine techniques

Experiment with and exploit repertoire to continuously refine improvisation techniques in both solo and group contexts
Develop confidence in own ability to create 'in the moment' responses to musical stimuli
Listen critically to own performance to assess strengths and weaknesses and adjust practice regime accordingly
Ensure that practice is undertaken with due consideration to personal health and safety

Experiment with and exploit repertoire to continuously refine improvisation techniques in both solo and group contexts

Completed
Date:

Teacher:

Evidence:

Develop confidence in own ability to create 'in the moment' responses to musical stimuli

Completed
Date:

Teacher:

Evidence:

Listen critically to own performance to assess strengths and weaknesses and adjust practice regime accordingly

Completed
Date:

Teacher:

Evidence:

Ensure that practice is undertaken with due consideration to personal health and safety

Completed
Date:

Teacher:

Evidence:

Perform improvisation before an audience

Support and enhance the contribution of others to achieve best performance outcomes
Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble
Respond accurately to starting cues when performing solo improvisation
Sustain musical impetus in improvisation through dynamic use of musical elements
Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression
Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately
Provide a clear cue to the ensemble to finish the solo section as required
Ensure that the duration of solo improvisations accord with the custom and practice of the group and/or musical style
Acknowledge applause according to the custom and practice of the group and/or musical style

Support and enhance the contribution of others to achieve best performance outcomes

Completed
Date:

Teacher:

Evidence:

Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble

Completed
Date:

Teacher:

Evidence:

Respond accurately to starting cues when performing solo improvisation

Completed
Date:

Teacher:

Evidence:

Sustain musical impetus in improvisation through dynamic use of musical elements

Completed
Date:

Teacher:

Evidence:

Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression

Completed
Date:

Teacher:

Evidence:

Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately

Completed
Date:

Teacher:

Evidence:

Provide a clear cue to the ensemble to finish the solo section as required

Completed
Date:

Teacher:

Evidence:

Ensure that the duration of solo improvisations accord with the custom and practice of the group and/or musical style

Completed
Date:

Teacher:

Evidence:

Acknowledge applause according to the custom and practice of the group and/or musical style

Completed
Date:

Teacher:

Evidence:

Evaluate own skill development

View or listen to recordings of own performance to analyse technical and expressive aspects of own performance
Evaluate level of improvement in own improvisation techniques against agreed criteria
Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies

View or listen to recordings of own performance to analyse technical and expressive aspects of own performance

Completed
Date:

Teacher:

Evidence:

Evaluate level of improvement in own improvisation techniques against agreed criteria

Completed
Date:

Teacher:

Evidence:

Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies

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: confidently perform improvisations using a range of advanced techniques plan and monitor progress in own skill development demonstrate an advanced level of musical decision making in an improvised context respond positively to constructive feedback on own performance collaborate effectively with other members of a performance ensemble.
Context of and specific resources for assessment	Assessment must ensure: access to relevant instruments and equipment performance opportunities as part of an ensemble appropriate venue with adequate space and acoustic qualities an audience 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 of performance where the candidate is performing an improvisation written or oral questioning to test knowledge as listed in the required knowledge section of this unit process diary detailing practice planning, goals and strategies written or oral questioning on technical development strategies, planning and career goals relevant samples of artistic work with candidate's evaluation authenticated details of relevant artistic and/or commercial achievements video or audio recordings of performance or practice sessions where the candidate is performing an improvisation case studies and scenarios as a basis for discussing issues about refining improvisation techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMLT601A Analyse music CUSMLT602A Analyse harmony CUSMPF602A Manage stagecraft aspects of performances CUSMPF603A Refine performance techniques and expand repertoire.

Required Skills and Knowledge

Required skills

communication, listening and teamwork skills in the context of:

responding appropriately to aural and written cues

using aural imagination to develop and embellish themes in performance

working collaboratively with other members of an ensemble

responding appropriately to constructive feedback on own performance

technical skills in the context of:

rhythmically developing solos

using a range of improvisation techniques and styles in area of specialisation

playing improvised solos that contain advanced harmonic, structural, melodic and rhythmic concepts

applying techniques to create forward motion

initiative and creativity in the context of:

demonstrating originality and innovative approaches in improvisation

developing musical themes and melodic motifs

listening critically to continuously evaluate and adjust the musical work

phrasing and shaping music appropriately

understanding and expressing appropriate musical nuance

applying appropriate styles or interpretation

working creatively with individual differences

responding appropriately to the unexpected in a live performance situation

self-management and learning skills in the context of:

setting professional development goals

monitoring and evaluating own improvisations

improving performance through experimentation and practice

responding appropriately to the pressures of performing live

Required knowledge

music knowledge, including:

well-developed understanding of chosen styles and genres and their musical forms and conventions for improvisation

historical conventions in relation to improvisation

chord schemes, rhythmic patterns and rhythmic conventions as they apply to improvisation

musical and performance protocols

issues and challenges that arise in the context of performing improvisations

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.
Appropriate personnel may include:	mentor coach peer ensemble member musical director conductor.
Factors may include:	concept that improvisation is spontaneous composition or variation, a creative discovery ability to react to stimuli immediately to changes needed to the music ability to focus in the moment confidence level audience response whether improvisation is a solo or group performance musical style.
Techniques may include:	applying advanced harmonic knowledge to improvised solos playing arpeggios on chord sequences containing extended chord structures using appropriate note placement for the harmonic structure of advanced chord sequences applying advanced chord substitution in an improvised solo creating forward motion targeting upper extensions in an improvised solo vocal and instrumental sound production physical dexterity and coordination playing an extensive range of rhythms and rhythm patterns controlling rhythms, including syncopation, rhythmic contrast and simultaneous cross rhythms controlling tone colour across a wide dynamic range phrasing and shaping performance in style and nuance controlling dynamics controlling performance at the required speed integrating a range of elements in performance.
Criteria may include:	development of advanced harmonic, melodic and rhythmic concepts increased range of improvisation techniques used increased level of confidence in performing improvisation audience response increased positive feedback from mentors and ensemble members.
Repertoire may include:	complex pieces composed for the selected instrument complex pieces or works specially arranged for the instrument in area of specialisation diverse range of solo and ensemble pieces of varying levels of complexity and difficulty works from a range of genres and styles.
Health and safety considerations may include:	correct posture to support facility and longevity in practice ensuring that practice sessions are of reasonable duration to avoid fatigue hearing protection protection of body against overuse injury safe lifting techniques strategies to overcome performance anxiety, such as: focussing on a single element or action at a time relaxation techniques, such as meditation and deep breathing focussing on patterns rather than individual notes warm-up routines.
Cues may include:	verbal physical gestures musical.
Musical elements may include:	melody chords and chord progressions intervals harmony rhythm notes chord-scale relationships expression motifs tone.

NTISthis.com

Evidence Guide: CUSMPF604A - Extend improvisation techniques

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSMPF604A - Extend improvisation techniques

Set professional development goals

Use personal practice time to refine techniques

Perform improvisation before an audience

Evaluate own skill development

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _