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Evidence Guide: CUAVOS301 - Use music and singing in performance

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUAVOS301 - Use music and singing in performance

What evidence can you provide to prove your understanding of each of the following citeria?

Follow safe voice practices

  1. Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech
  2. Demonstrate correct physical posture and stance to enhance efficient breathing and voice production
  3. Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing
  4. Perform relaxation and warm-up routines suitable for the voice in performance
Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate correct physical posture and stance to enhance efficient breathing and voice production

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform relaxation and warm-up routines suitable for the voice in performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise technical control and vocal range

  1. Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation
  2. Extend personal potential by practising intricate arrays of singing sound through technical speech and voice exercises
  3. Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range
  4. Enhance vocal technique, harmony, accuracy and strength through regular practice
  5. Incorporate music and vocal practice terminology into activities and discussions
Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Extend personal potential by practising intricate arrays of singing sound through technical speech and voice exercises

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Enhance vocal technique, harmony, accuracy and strength through regular practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate music and vocal practice terminology into activities and discussions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform elements of a major scale and its modes

  1. Determine the characteristics of a style or piece of music in terms of the way musical elements are combined and manipulated or interpreted through voice and body movements
  2. Develop a repertoire of basic music knowledge and appreciation to identify styles of composition and sounds
  3. Read and interpret a set of notes in treble and bass clef and notes performed through singing
  4. Reproduce through sound a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music
  5. Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals
Determine the characteristics of a style or piece of music in terms of the way musical elements are combined and manipulated or interpreted through voice and body movements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop a repertoire of basic music knowledge and appreciation to identify styles of composition and sounds

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Read and interpret a set of notes in treble and bass clef and notes performed through singing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Reproduce through sound a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Play rhythmic music on percussion instruments

  1. Apply understanding of the relationships between the body, voice, posture and playing musical instruments when producing sound and singing
  2. Identify how the physical characteristics and parts of conventional and non-conventional percussion instruments produce sound
  3. Identify the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance
  4. Maintain and care for instruments and store according to manufacturer requirements
  5. Prepare the physical environment, instruments and voice in preparation for practice and performance
  6. Comply with health and safety requirements to minimise environmental impact of performances
  7. Develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments
Apply understanding of the relationships between the body, voice, posture and playing musical instruments when producing sound and singing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify how the physical characteristics and parts of conventional and non-conventional percussion instruments produce sound

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain and care for instruments and store according to manufacturer requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare the physical environment, instruments and voice in preparation for practice and performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with health and safety requirements to minimise environmental impact of performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sing in an ensemble and solo

  1. Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble
  2. Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments
  3. Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs
  4. Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound
  5. Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance skills
Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Follow safe voice practices

1.1 Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech

1.2 Demonstrate correct physical posture and stance to enhance efficient breathing and voice production

1.3 Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing

1.4 Perform relaxation and warm-up routines suitable for the voice in performance

2. Practise technical control and vocal range

2.1 Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation

2.2 Extend personal potential by practising intricate arrays of singing sound through technical speech and voice exercises

2.3 Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range

2.4 Enhance vocal technique, harmony, accuracy and strength through regular practice

2.5 Incorporate music and vocal practice terminology into activities and discussions

3. Perform elements of a major scale and its modes

3.1 Determine the characteristics of a style or piece of music in terms of the way musical elements are combined and manipulated or interpreted through voice and body movements

3.2 Develop a repertoire of basic music knowledge and appreciation to identify styles of composition and sounds

3.3 Read and interpret a set of notes in treble and bass clef and notes performed through singing

3.4 Reproduce through sound a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music

3.5 Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals

4. Play rhythmic music on percussion instruments

4.1 Apply understanding of the relationships between the body, voice, posture and playing musical instruments when producing sound and singing

4.2 Identify how the physical characteristics and parts of conventional and non-conventional percussion instruments produce sound

4.3 Identify the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance

4.4 Maintain and care for instruments and store according to manufacturer requirements

4.5 Prepare the physical environment, instruments and voice in preparation for practice and performance

4.6 Comply with health and safety requirements to minimise environmental impact of performances

4.7 Develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments

5. Sing in an ensemble and solo

5.1 Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble

5.2 Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments

5.3 Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs

5.4 Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound

5.5 Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance skills

Required Skills and Knowledge

Elements

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Follow safe voice practices

1.1 Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech

1.2 Demonstrate correct physical posture and stance to enhance efficient breathing and voice production

1.3 Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing

1.4 Perform relaxation and warm-up routines suitable for the voice in performance

2. Practise technical control and vocal range

2.1 Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation

2.2 Extend personal potential by practising intricate arrays of singing sound through technical speech and voice exercises

2.3 Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range

2.4 Enhance vocal technique, harmony, accuracy and strength through regular practice

2.5 Incorporate music and vocal practice terminology into activities and discussions

3. Perform elements of a major scale and its modes

3.1 Determine the characteristics of a style or piece of music in terms of the way musical elements are combined and manipulated or interpreted through voice and body movements

3.2 Develop a repertoire of basic music knowledge and appreciation to identify styles of composition and sounds

3.3 Read and interpret a set of notes in treble and bass clef and notes performed through singing

3.4 Reproduce through sound a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music

3.5 Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals

4. Play rhythmic music on percussion instruments

4.1 Apply understanding of the relationships between the body, voice, posture and playing musical instruments when producing sound and singing

4.2 Identify how the physical characteristics and parts of conventional and non-conventional percussion instruments produce sound

4.3 Identify the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance

4.4 Maintain and care for instruments and store according to manufacturer requirements

4.5 Prepare the physical environment, instruments and voice in preparation for practice and performance

4.6 Comply with health and safety requirements to minimise environmental impact of performances

4.7 Develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments

5. Sing in an ensemble and solo

5.1 Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble

5.2 Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments

5.3 Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs

5.4 Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound

5.5 Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance skills

Evidence of the ability to:

interpret basic notation and apply information to singing and playing percussion instruments

accurately reproduce musical elements and play simple rhythms on percussion instruments, solo and in an ensemble

sing in unison and in harmony in an ensemble

sing solo

sing accompanied and a cappella

use music terminology correctly.

Note: If a specific volume or frequency is not stated, then evidence must be provided for each of the above points at least once.

To complete the unit requirements the individual must:

demonstrate knowledge of:

work health and safety (WHS) standards as they apply to music and singing in performance in a range of environments

relationship between body movement, music and voice

non-verbal communication and body language concepts

characteristics of a range of percussion instruments

training techniques for voice registration, resonance, diction and articulation

process for producing sound in chosen instruments and in voice

musical notation

musical elements of time signatures, beat, tempo and syncopation

describe issues and challenges that arise when preparing for performances and suggest solutions to address them

explain the relevance of the following physiological and anatomical systems to vocalists and musicians:

skeletal and muscular

cardiovascular and cardio-respiratory

circulatory

aural and visual

describe how the following gender differences affect voice and speech:

body shape

size

muscular construction

describe how food choices affect the wellbeing of performers.