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Evidence Guide: CUSMPF606A - Conduct musical performances

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

 

CUSMPF606A - Conduct musical performances

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

Prepare for performances

  1. Arrive punctually and check that equipment, instruments and accessories are at hand
  2. Foster group cohesion by communicating calmly and supportively with performers during warm-up
  3. Communicate last minute contingency measures calmly where required and anticipate consequences
  4. Ensure that warm-up is appropriately brief and balanced, with minimal revision, to assist self and performers to prepare for the performance psychologically, physically and artistically
  5. Where possible ensure that the warm-up venue is conducive to a positive outcome
  6. Apply listening skills to ensure that individual and collective tuning of instruments is accurate
Arrive punctually and check that equipment, instruments and accessories are at hand

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Foster group cohesion by communicating calmly and supportively with performers during warm-up

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate last minute contingency measures calmly where required and anticipate consequences

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that warm-up is appropriately brief and balanced, with minimal revision, to assist self and performers to prepare for the performance psychologically, physically and artistically

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where possible ensure that the warm-up venue is conducive to a positive outcome

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply listening skills to ensure that individual and collective tuning of instruments is accurate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe protocols during performances

  1. Dress appropriately for the performance occasion
  2. Acknowledge the concertmaster according to stage protocol
  3. On arrival at the podium acknowledge the audience with a bow
  4. Observe performers to ascertain and expedite performance readiness
  5. Observe audience for performance readiness and delay performance for a reasonable time as required
  6. Acknowledge performers at the conclusion of performances or at other appropriate times
  7. Acknowledge final applause with a bow or other appropriate response
Dress appropriately for the performance occasion

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge the concertmaster according to stage protocol

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

On arrival at the podium acknowledge the audience with a bow

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe performers to ascertain and expedite performance readiness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Observe audience for performance readiness and delay performance for a reasonable time as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge performers at the conclusion of performances or at other appropriate times

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Acknowledge final applause with a bow or other appropriate response

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with performers

  1. Make personal preparation and understanding of the score evident during performances
  2. Communicate musical leadership clearly to performers through demeanour and body language
  3. Maintain the engagement of all performers and direct energy to achieve performance excellence
  4. Ensure that overall acoustic balance of instrumental and/or electronic forces is consistent and appropriate
  5. Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence
  6. Monitor the body language of performers and ensemble members as a measure of their confidence in the conductor/director
  7. Respond quickly and effectively to performance variations and minimise the consequent effect of any disruption
  8. Maintain balance between the aspirations of different performers and their functions within the overall work
Make personal preparation and understanding of the score evident during performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Communicate musical leadership clearly to performers through demeanour and body language

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain the engagement of all performers and direct energy to achieve performance excellence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that overall acoustic balance of instrumental and/or electronic forces is consistent and appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor the body language of performers and ensemble members as a measure of their confidence in the conductor/director

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond quickly and effectively to performance variations and minimise the consequent effect of any disruption

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain balance between the aspirations of different performers and their functions within the overall work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interact with audiences

  1. Establish effective contact with audiences in line with performance context
  2. Control behaviour from the moment of entry to final exit in line with performance context
  3. Direct verbal communication to audience audibly as required to contribute to their overall understanding of works
  4. Achieve and sustain audience engagement throughout performances
  5. Maintain responses to audiences in an alert, sensitive and courteous manner
Establish effective contact with audiences in line with performance context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Control behaviour from the moment of entry to final exit in line with performance context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Direct verbal communication to audience audibly as required to contribute to their overall understanding of works

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Achieve and sustain audience engagement throughout performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain responses to audiences in an alert, sensitive and courteous manner

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own performance

  1. In consultation with relevant personnel, evaluate performances against planned outcomes
  2. Assess own performance for its success in achieving the potential of musical works and performers
  3. Measure performance against previous performances to assess own development
  4. Assess performances for potential contribution they may make to future work
  5. Identify aspects of own performance that could be improved
  6. Respond to feedback constructively and apply to future work as appropriate
In consultation with relevant personnel, evaluate performances against planned outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess own performance for its success in achieving the potential of musical works and performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Measure performance against previous performances to assess own development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess performances for potential contribution they may make to future work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify aspects of own performance that could be improved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to feedback constructively and apply to future work as appropriate

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:

conduct at least three musical performances

provide musical leadership

express musical vision through a range of musical forces

motivate performers to achieve their best.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

access to scores, charts or other written music resources

access toensemble performers

access to performance venuesand audiences

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 candidate conducting musical performances

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

authenticated recordings of music performances where the candidate was the conductor

case studies and scenarios as a basis for discussion aboutissues and challenges that arise in the context ofconducting musical performances.

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

CUSMPF607A Lead music rehearsals.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

provide musical leadership and creative direction to performers and instrumentalists during live performances

work collaboratively with a wide range of people

work creatively with individual differences

work constructively with group dynamics

observe cultural protocols appropriate to the genre or area of specialisation

identify and deal positively and constructively with conflict

initiative, enterprise and creativity in the context of:

demonstrating originality and innovative approaches to the performance andinterpretation of music for self and others

extending musical boundaries for self and audience

phrasing and shaping music appropriately

understanding and expressing appropriate musical nuance

leading musical performances appropriately for the context of venues, sound forces and perceived audience taste

listening skills sufficient to:

recognise intervals, chords, scales and chord progressions

understand appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound for self and others

listen critically to the creative workof others to inform own work and the work of others

listen critically to and adjust own creative workto achieve the required sound for self and others

listen critically to continuously evaluate and adjust the performance of musical works

planning and organisational skills sufficient to:

work within timeframes to achieve planned outcomes

demonstrate punctuality in all work commitments

use time-management strategies to set priorities

learning and self-management skills in the context of:

evaluating, adjusting and developing own work in line with planned career directions and artistic aspirations

discerning and listening to the advice of appropriate colleagues, experts and audience groups to adjust work in line with career direction

using appropriate posture, dress and other performance protocols

observing OHS requirements

technical skills in the context of reading musical scores

Required knowledge

music knowledge in area of specialisation, including:

interpreting music in performance

improvisation conventions

sight reading from charts or musical notation

appropriate repertoire

musical terminology

musical genres and styles

solo and group performance protocols

capability and features of a range of musical instruments

composition process

issues and challenges that typically arise in the context of conducting musical performances

techniques for moving the body and breathing to enhance musical performance of self and others

OHS requirements and procedures in relation to performing

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.

Equipment, instruments and accessories may include:

voice and other acoustic and electronic musical instruments

baton

scores

strings

reeds

mouth pieces

sticks, mallets, brushes and beaters

tuners, tuning forks and electronic tuners

electronic equipment

audio and video recordings

sound reinforcement equipment, such as:

microphones

amplifiers

mixers

cabling

lighting and lighting equipment

special effects devices.

Listening skills may include:

tuning instrument

listening to adjust the sound in solo or group performance

aural imagination to identify and develop interpretive options

pattern and sequence recognition and memory

recognising music systems and practices

chords and keys in tonal or other musical systems

reproducing sequences from memory

listening for balance in the overall sound.

Understanding the score may include:

cadence

colour

giving effective cues for entries

heat dynamics

phrasing

structure

tempo

tone.

Music knowledge may include:

repertoire

instrument knowledge

music analyses and research

marking up music rooms

musical forms, systems, practices and customs

using written music notation to read and write music, such as:

acoustic and electronic scores

sheet music

chord charts

interpretation and/or writing of directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

sight reading

improvisation

shaping the performance of others.

Technical skills may include:

characteristics of instruments

facility with techniques to control and enhance music making

taking into account technical requirements of specific instruments.

Relevant personnel may include:

producer

sound engineer

performer

stage manager

music critic

mentor

composer

musical director

sound designer

production manager

manager

promoter

client.