Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUSMPF601A Mapping and Delivery Guide
Present a music performance

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMPF601A - Present a music performance
Description This unit describes the performance outcomes, skills and knowledge required to present music performances in all musical genres. The unit also describes the well-developed stagecraft skills and high-level technical and musicianship skills required to engage audiences, which will involve a wide range of repertoire in the area of specialisation.
Employability Skills Not applicable
Learning Outcomes and Application Instrumentalists and vocalists in all musical genres apply the skills and knowledge described in this unit. At this level, they are usually performing as soloists and need the confidence and self-assurance to perform live before an audience for short or long intervals.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Plan music performance program
  • In consultation with appropriate personnel, clarify expectations with regard to the music performance
  • Assess own repertoire to identify appropriate components that may contribute to the music performance program and research new repertoire possibilities
  • Sequence components of the music performance program to maximise audience engagement and to meet own physical requirements in presenting the performance
  • Assess each component of the music performance program against own strengths and weaknesses in performance, taking advice from others as required
  • Assess and obtain resources that may be required to present the piece
  • Finalise the music performance program in consultation with appropriate personnel as required
       
Element: Prepare for the music performance
  • Engage in coaching, private practice and/or rehearsal sessions to ensure that the required performance standard is achieved
  • Where accompanists or other artists are involved in the performance, ensure that close rapport and musical empathy are developed through rehearsals in time to achieve the required performance standard
  • Seek and incorporate advice during performance preparation to ensure the best possible performance
       
Element: Develop interpretation
  • Analyse the repertoire to interpret its scope, possibilities and underlying intention
  • Exploit a variety of interpretations in preparing the performance to develop musical expression and to identify the most appropriate interpretations within the constraints of own technical ability
  • Demonstrate awareness of the performing space and the intended audience in preparing the musical interpretation
       
Element: Warm up for the music performance
  • Secure an appropriate warm-up space to tune instruments and check all other resources
  • Warm up physically to ensure that sound production is secure from the beginning of the performance
  • Centre thoughts to focus positively on the performance and relax effectively using techniques for overcoming performance anxiety
       
Element: Perform before an audience
  • Maintain communication with the audience, other artists and stage personnel using appropriate eye contact and other body language as required to ensure a cohesive performance
  • Adjust own performance as required to ensure that instrumental/vocal tuning, sound production and technical performance standard are maintained throughout the performance
  • Sustain interpretation and expressive communication with the audience coherently and consistently, and maintain energy and focus throughout the performance
  • Recover errors in performance with minimum disruption to performance and audience experience
  • Respond to the audience as required by the custom or tradition of the performance context in entering and leaving the stage, accepting applause, acknowledging other artists or relevant personnel and providing encores
  • Present the performance with due regard to OHS considerations
       
Element: Evaluate the music performance
  • Use objective measures to evaluate the success of the music performance
  • Measure own performance against previous work to assess technical and artistic development
  • Identify and note weaknesses and errors in the performance for analysis and remediation
  • Assess feedback and use for possible adjustment in future work
       


Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

plan at least two music performances

confidently present at least two music performances on the selected instrument in area of specialisation

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

respond positively to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instrument and equipment

opportunities to present music performances before an audience

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.

Method of assessment

The following assessment methods are appropriate for this unit:

observation of candidate presenting a music performance

video and/or audio recordings of candidate presenting a music performance

self-evaluation sheets

case studies and scenarios to discuss the identification of technical methods, strategies and issues in music performance and how to deal with them in performance.

Guidance information for assessment

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

CUSMPF602A Manage stagecraft aspects of performance

CUSMPF603A Refine performance techniques and expand repertoire

CUSMPF605A Develop advanced vocal techniques.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication, teamwork and organisational skills sufficient to:

interpret music appropriately for performance

work collaboratively with others involved in music performances

respond positively to constructive feedback on own performance

respond appropriately to audiences

self-management and planning skills sufficient to:

plan a music performance program

use practice time effectively to prepare for performances

identify areas of weakness and plan practice accordingly

listening skills sufficient to:

monitor and adjust intonation as required

use appropriate sound and tone production for instrument or voice

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

adapting repertoire to own performance in area of specialisation

responding appropriately to the unexpected during performances

learning skills in the context of:

improving music performance skills and expression through practice

using appropriate repertoire for technical development

critically evaluating own performance

technical and problem-solving skills sufficient to:

use a range of instrumental techniques in selected area of specialisation

tune instrument to achieve intonation

apply sound-production techniques

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 presenting a music performance

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

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:

musical director

performer

mentor

teacher

coach

tutor

conductor

producer

agent

client

sound engineer.

Expectations may include:

duration

purpose

scope

venue

style of music

number of performers

rehearsals

whether music is to be recorded

publicity and promotion

target audience.

Repertoire may include:

pieces appropriate to the selected instrument

solo and ensemble pieces

improvised pieces

works from a range of genres and styles.

Resources may include:

sheet music or scores for own use and that of other performers

instruments:

acoustic or electronic

voice

stringed

keyboards

wind

tuned and untuned percussion

instrumental accessories:

reeds

strings

plectrums

mouth pieces

sticks, mallets, brushes and beaters

stands

pedals

microphones

amplifiers

samplers

mixers

enhancers

practice, rehearsal, coaching and music venues

répétiteurs, accompanists and other performers

electronic or electrical sound equipment

microphones

leads and racks

packing cases

music stands

lighting

props and stage decorations, including floral arrangements

gifts required for presentations at the conclusion of the music

costumes and personal accessories

trolleys or other lifting and carrying equipment

transport

stage personnel.

OHS 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.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
In consultation with appropriate personnel, clarify expectations with regard to the music performance 
Assess own repertoire to identify appropriate components that may contribute to the music performance program and research new repertoire possibilities 
Sequence components of the music performance program to maximise audience engagement and to meet own physical requirements in presenting the performance 
Assess each component of the music performance program against own strengths and weaknesses in performance, taking advice from others as required 
Assess and obtain resources that may be required to present the piece 
Finalise the music performance program in consultation with appropriate personnel as required 
Engage in coaching, private practice and/or rehearsal sessions to ensure that the required performance standard is achieved 
Where accompanists or other artists are involved in the performance, ensure that close rapport and musical empathy are developed through rehearsals in time to achieve the required performance standard 
Seek and incorporate advice during performance preparation to ensure the best possible performance 
Analyse the repertoire to interpret its scope, possibilities and underlying intention 
Exploit a variety of interpretations in preparing the performance to develop musical expression and to identify the most appropriate interpretations within the constraints of own technical ability 
Demonstrate awareness of the performing space and the intended audience in preparing the musical interpretation 
Secure an appropriate warm-up space to tune instruments and check all other resources 
Warm up physically to ensure that sound production is secure from the beginning of the performance 
Centre thoughts to focus positively on the performance and relax effectively using techniques for overcoming performance anxiety 
Maintain communication with the audience, other artists and stage personnel using appropriate eye contact and other body language as required to ensure a cohesive performance 
Adjust own performance as required to ensure that instrumental/vocal tuning, sound production and technical performance standard are maintained throughout the performance 
Sustain interpretation and expressive communication with the audience coherently and consistently, and maintain energy and focus throughout the performance 
Recover errors in performance with minimum disruption to performance and audience experience 
Respond to the audience as required by the custom or tradition of the performance context in entering and leaving the stage, accepting applause, acknowledging other artists or relevant personnel and providing encores 
Present the performance with due regard to OHS considerations 
Use objective measures to evaluate the success of the music performance 
Measure own performance against previous work to assess technical and artistic development 
Identify and note weaknesses and errors in the performance for analysis and remediation 
Assess feedback and use for possible adjustment in future work 

Forms

Assessment Cover Sheet

CUSMPF601A - Present a music performance
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUSMPF601A - Present a music performance

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: