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.
Prerequisites
Not applicable
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Plan music performance program | 1.1 In consultation with appropriate personnel, clarify expectations with regard to the music performance 1.2 Assess own repertoire to identify appropriate components that may contribute to the music performance program and research new repertoire possibilities 1.3 Sequence components of the music performance program to maximise audience engagement and to meet own physical requirements in presenting the performance 1.4 Assess each component of the music performance program against own strengths and weaknesses in performance, taking advice from others as required 1.5 Assess and obtain resources that may be required to present the piece 1.6 Finalise the music performance program in consultation with appropriate personnel as required |
2. Prepare for the music performance | 2.1 Engage in coaching, private practice and/or rehearsal sessions to ensure that the required performance standard is achieved 2.2 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 2.3 Seek and incorporate advice during performance preparation to ensure the best possible performance |
3. Develop interpretation | 3.1 Analyse the repertoire to interpret its scope, possibilities and underlying intention 3.2 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 3.3 Demonstrate awareness of the performing space and the intended audience in preparing the musical interpretation |
4. Warm up for the music performance | 4.1 Secure an appropriate warm-up space to tune instruments and check all other resources 4.2 Warm up physically to ensure that sound production is secure from the beginning of the performance 4.3 Centre thoughts to focus positively on the performance and relax effectively using techniques for overcoming performance anxiety |
5. Perform before an audience | 5.1 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 5.2 Adjust own performance as required to ensure that instrumental/vocal tuning, sound production and technical performance standard are maintained throughout the performance 5.3 Sustain interpretation and expressive communication with the audience coherently and consistently, and maintain energy and focus throughout the performance 5.4 Recover errors in performance with minimum disruption to performance and audience experience 5.5 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 5.6 Present the performance with due regard to OHS considerations |
6. Evaluate the music performance | 6.1 Use objective measures to evaluate the success of the music performance 6.2 Measure own performance against previous work to assess technical and artistic development 6.3 Identify and note weaknesses and errors in the performance for analysis and remediation 6.4 Assess feedback and use for possible adjustment in future work |
Required Skills
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 |
Evidence Required
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. |
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. | |
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. |
Sectors
Performing arts - music performance
Employability Skills
Not applicable
Licensing Information
No Licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.