NTISthis.com

Evidence Guide: CUSMPF204A - Play music from simple written notation

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

 

CUSMPF204A - Play music from simple written notation

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

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
Identify simple rhythmic, melodic and harmonic structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Examine conventions of form and music structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recognise dynamics andexpression marks

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform notated music on an instrument

  1. Develop reading skills through private practice
  2. Interpret simple melodic and rhythmic structures as required
  3. Interpret harmonic structures as required
  4. Follow form and music structures as indicated
  5. Interpret dynamics and expression marks appropriately
Develop reading skills through private practice

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret simple melodic and rhythmic structures as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret harmonic structures as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Follow form and music structures as indicated

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Interpret dynamics and expression marks appropriately

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify opportunities for further development of music-reading skills

  1. Seek feedback from appropriate personnel to identify individual strengths and weaknesses and develop strategies to strengthen skills
  2. In collaboration with appropriate personnel identify suitable repertoire for practising music-reading skills
  3. Establish a plan for further development of music-reading skills
Seek feedback from appropriate personnel to identify individual strengths and weaknesses and develop strategies to strengthen skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In collaboration with appropriate personnel identify suitable repertoire for practising music-reading skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish a plan for further development of music-reading skills

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:

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.

Required Skills and Knowledge

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

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.

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.