Instrumentalists and vocalists apply the skills and knowledge outlined in this unit, which covers the different ways that music-reading skills are used in a performance context. More complex skills associated with reading and notating music are covered in: CUSMLT303A Notate music CUSMPF410A Perform music from written notation. |
ELEMENT | PERFORMANCE CRITERIA |
Explore conventions of music notation | 1. Identify simple rhythmic, melodic and harmonic structures 2. Examine conventions of form and music structures 3. Recognise dynamics andexpression marks |
Perform notated music on an instrument | 4. Develop reading skills through private practice 5. Interpret simple melodic and rhythmic structures as required 6. Interpret harmonic structures as required 7. Follow form and music structures as indicated 8. Interpret dynamics and expression marks appropriately |
Identify opportunities for further development of music-reading skills | 9. Seek feedback from appropriate personnel to identify individual strengths and weaknesses and develop strategies to strengthen skills 10. In collaboration with appropriate personnel identify suitable repertoire for practising music-reading skills 11. Establish a plan for further development of music-reading skills |
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Required skills |
problem-solving skills sufficient to: troubleshoot music-reading problems plan work tasks in a logical sequence planning and organisational skills sufficient to: implement a private music practice strategy work to set goals initiative and enterprise skills in the context of interpreting expressive style appropriately from written music self-management skills sufficient to: work to personal goals seek expert assistance when problems arise manage private music practice learning skills sufficient to: improve techniques through practice seek and respond positively to constructive feedback on own performance literacy skills sufficient to read and understand relevant sources of information technical skills sufficient to: understand simple musical form in the selected specialisation follow musical elements from written music accurately analyse simple scales, chord sequences and music systems, rhythms, time signatures, and beat patterns of musical organisation relevant to specialisation from written music |
Required knowledge |
musicianship, including: basic understanding of repertoire relevant to chosen musical specialisation musical protocols and customs for reading written music basic awareness of genres and styles, and their musical forms and conventions in written notation |
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: recognise basic music structures play music from basic written notation adhere to the conventions of the selected music. |
Context of and specific resources for assessment | Assessment must ensure: access to a selection of notated music for exploration and performance use of a musical instrument 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: direct observation or video recording of the candidate playing music from written notation authenticated audio recording of the candidate playing music from written notation written or oral questioning to test knowledge of basic music conventions third-party reports from formal practical music examinations. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMPF201A Play or sing simple musical pieces CUSMLT201A Develop and apply musical ideas and listening skills. |
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. | |
Rhythmic, melodic and harmonic structures may include: | key signatures basic harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 6/8 and 9/8 note pitch note duration accidentals chords. |
Form and music structures may include: | bar lines repeats sign coda ties rests phrases ornaments popular music forms jazz forms classical forms. |
Dynamics and expression marks may include: | tempo volume accents phrasing articulation special effects. |
Appropriate personnel may include: | teachers mentors musicians bandleaders music conductors choir leaders. |
Strategies may include: | music examinations practice schedules critical self-analysis documenting weaknesses formal written strategy. |
Repertoire may include: | classical jazz popular music church. |
Unit sector |
Performing arts - music performance |
This unit contains employability skills. |
Not applicable.