Application
This unit describes the skills and knowledge required to perform improvisation for an audience as part of an ensemble.
It applies to musicians who have high level aural and technical skills in a chosen genre or musical tradition. Improvisation relies on the ability of all members of the group to work collaboratively and creatively together. They respond intuitively to musical elements as they seek to improvise spontaneously during performances.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Prepare for ensemble improvisation | 1.1 Confirm improvisation requirements in consultation with relevant people 1.2 Agree on communication strategies within the group to facilitate a seamless performance, moving between ensemble and improvisation sections 1.3 Listen to live or recorded improvisations by professional musicians to provide ideas 1.4 Rehearse technical, musical, structural, segue and improvisation aspects of the performance as required, both in private and with the ensemble rehearsal |
2. Contribute to ensemble | 2.1 Ensure that own contribution extends and enhances the overall piece 2.2 Support and enhance the contribution of others to achieve best performance outcomes 2.3 Make improvisation sensitive to the needs of individual performers to stimulate the whole ensemble |
3. Contribute solo improvisation | 3.1 Respond accurately to starting cues 3.2 Sustain musical impetus in the solo improvisation through dynamic use of musical elements 3.3 Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm, form, style and musical expression 3.4 Listen carefully to other performers, responding musically to their work and adjusting own performance appropriately 3.5 Provide a clear cue to the ensemble to finish the solo section 3.6 Ensure that the duration of the solo section accords with the custom and practice of the group and/or musical style 3.7 Observe work health and safety (WHS) principles during performance 3.8 Acknowledge applause according to the custom and practice of the group and/or musical style |
4. Evaluate improvisation | 4.1 Discuss and assess with appropriate people the extent to which the improvisation has explored its potential in terms of content, style and structure of the improvisation 4.2 Record performances where possible for evaluation purposes 4.3 Review current performance against previous performances to assess development of self and ensemble 4.4 Use own analysis and feedback from others to inform future performances |
Evidence of Performance
Evidence of the ability to:
perform improvisations for an audience on at least three occasions, using a range of improvisation styles
give and respond to cues as part of a performance ensemble
evaluate performances and note points for future improvement.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Evidence of Knowledge
To complete the unit requirements safely and effectively, the individual must:
explain how an ensemble prepares for improvisation
explain how to maintain the overall theme of a performance during solo improvisations
describe issues that arise in the context of performing improvisations, and explain how they might be addressed
outline work health and safety (WHS) issues as they relate to improvising in a range of venues.
Assessment Conditions
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:
relevant instruments and equipment
performance opportunities as part of an ensemble
appropriate venue with adequate space and acoustic qualities
opportunities to perform for an audience.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 1.3, 4.3, 4.4 | Plans and implements strategies to improve own skills |
Oral Communication | 1.1-1.3, 2.2, 3.4, 3.5, 4.1, 4.4 | Participates in discussions using language appropriate to audience and environment Listens carefully to extract meaning from aural sources Uses non-verbal cues for communication purposes |
Numeracy | 3.6 | Estimates and calculates duration of time in whole numbers and fractions |
Navigate the world of work | 1.1, 1.4, 3.1, 3.7, 3.8 | Understands the purpose of own role and associated responsibilities, and how they contribute to the work of others in the immediate work context Follows work health and safety (WHS) principles |
Interact with others | 1.1, 1.2, 2.1-2.3, 3.1, 3.5, 3.8, 4.4 | Works collaboratively with others in the creative process |
Get the work done | 1.1-1.4, 2.1-2.3, 3.3, 3.4, 4.1-4.4 | Uses innovative techniques to organise work and support the creative process Evaluates feedback and applies problem solving processes to determine improvements |
Sectors
Performing arts – music performance