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

CUSMPF607A Mapping and Delivery Guide
Lead music rehearsals

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMPF607A - Lead music rehearsals
Description This unit describes the performance outcomes, skills and knowledge required to direct performers in rehearsals. This leadership role includes motivating others to give their best in performance. This involves applying a range of musicianship skills, such as understanding the performance capabilities of instruments and providing solutions to performance problems that arise during rehearsals and performances.
Employability Skills Not applicable
Learning Outcomes and Application Musical directors and resident conductors apply the skills and knowledge described in this unit. They are responsible for choosing repertoire, selecting musicians, overseeing the organisation of rehearsals and providing musical leadership during rehearsals.
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: Develop musical direction skills
  • Critically research scores and performances with musical possibilities and outcomes in mind
  • Explore approaches in a range of art forms for their potential to assist with developing own musical direction skills
  • Participate in formal and informal learning experiences for own artistic and professional development
  • Explore cultural contexts and contemporary issues for their potential effect on own work
  • Plan work opportunities in line with career goals and artistic aspirations
  • Evaluate own work critically for overall achievement and use the opinions of others judiciously
  • Maintain a broad and current knowledge of the music industry through formal and informal means
       
Element: Prepare performance programs
  • Discuss vision for programs and expected performance outcomes with relevant personnel
  • Discuss and confirm casting with producers to ensure appropriate repertoire decisions
  • Ensure that repertoire selected is appropriate to the skill level of performers and for the performance occasion
  • Where possible, ensure that selected repertoire provides specific development possibilities for performers
  • Ensure that advice and feedback are sought, evaluated and incorporated into selection of repertoire and overall program
  • Communicate final musical vision positively and clearly to promoters, producers and performers
       
Element: Prepare to rehearse performance programs
  • Ensure that resources required for rehearsals are obtained and available in a timely fashion
  • Plan specific techniques to assist communication with performers and ensure optimum learning of the program
  • Assess musical and technical aspects of the repertoire to determine how they might affect rehearsals
  • Prepare repertoire to ensure that the performance shape and vision can be achieved with the performers within the allocated rehearsal time
  • Consider the possibilities of the musical style and the potential for drawing out the music's expressive qualities in own preparation for conducting
  • Plan strategies to meet potential technical and artistic challenges while ensuring efficient use of rehearsal time
       
Element: Finalise rehearsal schedule
  • Clearly communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation
  • Clearly communicate details of responsibility for equipment, instruments and accessories and venue for each rehearsal to relevant personnel, allowing time for compliance
  • Ensure that sufficient rehearsal time is allocated to the repertoire to achieve agreed outcomes
  • Anticipate problems that might arise in relation to rehearsal schedule and plan accordingly
       
Element: Direct rehearsals
  • Apply listening skills to ensure that individual and collective tuning is accurate
  • Use body effectively to give clear directions for structure, beat, entry cues, dynamics, colour and expression
  • Recognise and work with the collective and individual skills of performers
  • Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence
  • Communicate criticism of performers' work in a balanced and supportive manner
       
Element: Evaluate rehearsals
  • Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes
  • Document the outcome of debriefing sessions according to enterprise procedures
  • Reflect on own performance as rehearsal leader and note areas for improvement
  • Respond appropriately to peer feedback on quality of rehearsal performances and processes
       


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:

meet performance/production requirements when preparing for rehearsals

provide musical leadership in rehearsal on at least three occasions

apply high levels of music literacy and repertoire knowledge

continuously improve performances through ongoing evaluation

motivate others involved in performances to achieve their best.

Context of and specific resources for assessment

Assessment must ensure:

access to:

relevant instruments and equipment

scores, charts or other written music resources

participants, such as performers and technical crew

appropriate performance venues with adequate space and acoustic qualities

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:

evaluation of rehearsal schedules and plans prepared by the candidate

observation or video recordings of music rehearsals led by the candidate

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

authenticated recordings of music rehearsals where the candidate provided musical leadership

case studies and scenarios as a basis for discussion about issues and challenges that arise in the context ofpreparing and leading music rehearsals.

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

CUSMLT601A Analyse music

CUSMPF606A Conduct musical performances.

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 and teamwork skills sufficient to:

provide musical leadership and creative direction to performers and instrumentalists during rehearsals

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:

matching repertoire to target audience

demonstrating originality and innovative approaches to the performance and interpretation 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 work of others to inform own work and the work of others

listen critically to and adjust own creative work to 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:

clarify roles

plan events and performance opportunities

work within established budgets and time frames to achieve planned outcomes

match work commitments to best career outcomes

plan practice to improve own technical facility in performance and directing music in area of specialisation

demonstrate punctuality in all work commitments

use time-management strategies to set priorities

learning and self-management skills in the context of:

locating and using resources to advance performance outcomes

acquiring and using information appropriate to directing performances

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 sufficient to:

read musical scores

understand the capability of equipment and instruments in area of specialisation

investigate technology to enhance artistic or commercial outcomes in area of specialisation

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

composition process

issues and challenges that typically arise in the context of preparing and leading music rehearsals

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

OHS requirements and procedures in relation to performing

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.

Developing musical direction skills may involve:

undertaking lessons with an appropriate tutor/mentor

participating in professional development and other learning opportunities

participating in relevant groups or associations

listening critically to a wide range of live and recorded music

communicating with peers using physical and electronic means

contributing to and participating in festivals and conferences

being involved in a range of relevant music-making activities, including master classes.

Learning may take place through:

mentoring

coaching

work experience

shadowing

structured or formal training

listening to and evaluating the work of others

continuing evaluation of own work

peer and audience feedback.

Relevant personnel may include:

producer

sound engineer

performer

stage manager

conductor

music critic

mentor

composer

musical director

sound designer

production manager

manager

promoter

client.

Resources may include:

equipment

instruments and accessories

rehearsal space

scores

rehearsal schedule

contact details for performers and others involved in rehearsals

documentation required by venue or producers.

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.

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

music writing, copying, arranging or editing

sight reading

improvisation

shaping the performance of others

making musical compositions available to be reproduced for performance.

Technical skills may include:

applying the understanding of technical issues of instruments and voices

facility with techniques to control and enhance music making

taking account of technical requirements of specific instruments.

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
Critically research scores and performances with musical possibilities and outcomes in mind 
Explore approaches in a range of art forms for their potential to assist with developing own musical direction skills 
Participate in formal and informal learning experiences for own artistic and professional development 
Explore cultural contexts and contemporary issues for their potential effect on own work 
Plan work opportunities in line with career goals and artistic aspirations 
Evaluate own work critically for overall achievement and use the opinions of others judiciously 
Maintain a broad and current knowledge of the music industry through formal and informal means 
Discuss vision for programs and expected performance outcomes with relevant personnel 
Discuss and confirm casting with producers to ensure appropriate repertoire decisions 
Ensure that repertoire selected is appropriate to the skill level of performers and for the performance occasion 
Where possible, ensure that selected repertoire provides specific development possibilities for performers 
Ensure that advice and feedback are sought, evaluated and incorporated into selection of repertoire and overall program 
Communicate final musical vision positively and clearly to promoters, producers and performers 
Ensure that resources required for rehearsals are obtained and available in a timely fashion 
Plan specific techniques to assist communication with performers and ensure optimum learning of the program 
Assess musical and technical aspects of the repertoire to determine how they might affect rehearsals 
Prepare repertoire to ensure that the performance shape and vision can be achieved with the performers within the allocated rehearsal time 
Consider the possibilities of the musical style and the potential for drawing out the music's expressive qualities in own preparation for conducting 
Plan strategies to meet potential technical and artistic challenges while ensuring efficient use of rehearsal time 
Clearly communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation 
Clearly communicate details of responsibility for equipment, instruments and accessories and venue for each rehearsal to relevant personnel, allowing time for compliance 
Ensure that sufficient rehearsal time is allocated to the repertoire to achieve agreed outcomes 
Anticipate problems that might arise in relation to rehearsal schedule and plan accordingly 
Apply listening skills to ensure that individual and collective tuning is accurate 
Use body effectively to give clear directions for structure, beat, entry cues, dynamics, colour and expression 
Recognise and work with the collective and individual skills of performers 
Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence 
Communicate criticism of performers' work in a balanced and supportive manner 
Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes 
Document the outcome of debriefing sessions according to enterprise procedures 
Reflect on own performance as rehearsal leader and note areas for improvement 
Respond appropriately to peer feedback on quality of rehearsal performances and processes 

Forms

Assessment Cover Sheet

CUSMPF607A - Lead music rehearsals
Assessment task 1: [title]

Student name:

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

Student signature:

Result: Competent Not yet competent

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Assessment Record Sheet

CUSMPF607A - Lead music rehearsals

Student name:

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

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

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