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Evidence Guide: CUSMPF201A - Play or sing simple musical pieces

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

 

CUSMPF201A - Play or sing simple musical pieces

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

Explore the range and capability of chosen instrument or voice

  1. Explore the physical characteristics of instrument or voice in music making
  2. Explore the scope, capability and sound characteristics of instrument or voice in music making
  3. Explore a range of ways in which sound can be produced in line with selected musical style and repertoire
Explore the physical characteristics of instrument or voice in music making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore the scope, capability and sound characteristics of instrument or voice in music making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore a range of ways in which sound can be produced in line with selected musical style and repertoire

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain and care for instrument

  1. Use appropriate methods and cleaning products to care for, move, use and store instrument and accessories
  2. Set up and/or warm up instrument or voice in preparation for practice and performance
  3. Tune instrument appropriately and seek feedback from relevant personnel to confirm accuracy of tuning
Use appropriate methods and cleaning products to care for, move, use and store instrument and accessories

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Set up and/or warm up instrument or voice in preparation for practice and performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tune instrument appropriately and seek feedback from relevant personnel to confirm accuracy of tuning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use personal practice time to develop skills

  1. Listen to own work carefully to develop intonation, harmonies and/or rhythm, and seek feedback from relevant personnel to guide practice
  2. Use personal practice to develop physical facility and confidence with instrument or voice
  3. Use good posture and appropriate finger, hand and/or body positions to develop technical facility and maintain healthy performance habits
  4. Develop listening skills to recognise and identify pitch, rhythm, instrumentation and musical style
Listen to own work carefully to develop intonation, harmonies and/or rhythm, and seek feedback from relevant personnel to guide practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use personal practice to develop physical facility and confidence with instrument or voice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use good posture and appropriate finger, hand and/or body positions to develop technical facility and maintain healthy performance habits

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop listening skills to recognise and identify pitch, rhythm, instrumentation and musical style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform short pieces

  1. Guided by a teacher or mentor, plan activities and physical exercises to expand capacity to perform a range of short, simple pieces and a range of notes, rhythms and/or chord patterns
  2. Listen to the work of professional musicians to identify own goals and evaluate own work against those goals
  3. Play or sing short, simple pieces and/or accompaniments using rhythmic control and tuning
  4. Perform all work following agreed tempi
  5. Apply listening skills in playing or singing short, simple pieces or accompaniments
  6. Comply with OHS principles in practice sessions and performances
Guided by a teacher or mentor, plan activities and physical exercises to expand capacity to perform a range of short, simple pieces and a range of notes, rhythms and/or chord patterns

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to the work of professional musicians to identify own goals and evaluate own work against those goals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Play or sing short, simple pieces and/or accompaniments using rhythmic control and tuning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform all work following agreed tempi

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply listening skills in playing or singing short, simple pieces or accompaniments

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with OHS principles in practice sessions and performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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:

demonstrate the physical capacity and coordination required to play or sing simple pieces

respond appropriately to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

suitable physical and acoustic environment

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:

direct observation of candidate in practice sessions or performances

testimonial from individual tutors

video or audio recordings of candidate's performance or practice sessions

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

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUSMLT201A Develop and apply musical ideas and listening skills

CUSMPF202A Incorporate music technology into performance

CUSMPF203A Develop ensemble skills for playing or singing music

CUSMPF204A Play music from simple written notation.

Required Skills and Knowledge

Required skills

communication, teamwork and organisational skills sufficient to:

interpret music at a basic level for performance practice

respond appropriately to constructive feedback on own performance

plan own practice time and setskill-development goals

listening skills sufficient to:

monitor and adjust intonation as required

use appropriate sound and tone production for instrument or voice

reproduce basic musical patterns

learning skills in the context of:

using printed or audio tutoring resources

improving skills through practice

technical and problem-solving skills sufficient to:

use a basic range of techniques on chosen instrument

tune instrument to achieve intonation

discriminate pitch and produce the required sound

discriminate rhythm

reproduce musical patterns

Required knowledge

basic understanding of:

repertoire relevant to selected instrument or voice

musical terminology

acoustic principles relevant to selected instrument or voice

instrument parts, applications, range, capabilities, care and maintenance

performance and instrumental protocol and customs in selected musical style and repertoire

OHS practices, procedures and standards as they apply to performance practice

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.

Instruments may include:

acoustic or electronic

voice

stringed

keyboards

wind

percussion

brass

plucked.

Scope of an instrument may include:

tone colour:

instrumental attack

range of accessories

interaction between player and instrument

performer's physique

voice production

sound production

effects

dynamics and volume

pitch, register and tessitura

specific effects available using a range of attacks.

Capability of an instrument may include its:

application to a range of music-making activities and outcomes

scope and potential for solo or group performance

adaptability

size.

Repertoire may include:

short, simple pieces appropriate to the selected instrument

song forms and their relevant components, such as:

riffs

sequences

rhythm patterns

pieces composed for or by the performer.

Accessories may include:

reeds

strings

plectrums

mouth pieces

sticks, mallets, brushes and beaters

stands

pedals

microphones

amplifiers

samplers

mixers

enhancers, such as pitch and tone modulators.

Tuning an instrument may involve:

adjusting:

pitch

tone colour

oral tract, including lip pressure and intensity of breath

position of the diaphragm and larynx

sound production

diameter or other instrumental dimensions, such as:

length of strings

tautness of skins

length of tubing or pipes

embouchure

settings of the instrument and relevant accessories

using:

appropriate tuning options

tuning keys or other tuning implements, such as tuning forks and electronic tuners

pitch pipes

electronic pitch or frequency controls

other musicians.

Relevant personnel may include:

musical director

performer

colleague

mentor

teacher

coach

tutor

family member.

Facility with instrument or voice may include:

physical coordination in one or more of:

tonguing

fingering

plucking

beating

pedalling

vocal technique

attack

dynamics

tempi

intonation

sound production

rhythms and rhythm patterns

chords and chord patterns

melodic patterns.

Exercises may include:

exercises to develop physical coordination in performing music in simple scales, arpeggios, chords or rhythms

exercises to improve breath control

bowing techniques to help coordinate finger action and bowing movements

exercises to develop embouchure

systematic fingering patterns

systematic hand and foot patterns

systematic plucking and picking patterns and exercises

drumming exercises

pedalling exercises

vocal exercises for pitch and articulation.

OHS principles include:

relevant practice or legislation

hearing and noise reduction strategies

length of performance and practice sessions

correct posture.