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Evidence Guide: CUSMPF303A - Contribute to backup accompaniment

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

 

CUSMPF303A - Contribute to backup accompaniment

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

Prepare to perform backup accompaniment

  1. Confirm expected performance outcomes with relevant personnel
  2. Confirm own contribution, ensuring that the part is within own technical and artistic level of performance
  3. Use personal practice time before combined rehearsal period begins to achieve the required performance standard
  4. Take direction from and give support to performers during rehearsals
  5. Seek feedback on own performance from relevant personnel and adjust performance techniques
Confirm expected performance outcomes with relevant personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm own contribution, ensuring that the part is within own technical and artistic level of performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use personal practice time before combined rehearsal period begins to achieve the required performance standard

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take direction from and give support to performers during rehearsals

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on own performance from relevant personnel and adjust performance techniques

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform backup accompaniment

  1. Perform own part in line with agreed performance outcomes
  2. Ensure that own contribution enhances the performance and complements the inherent qualities of performers
  3. Maintain energy levels, concentration and focus throughout the performance
  4. Listen critically to own and others' performance and adjust playing to achieve the required sound
  5. Ensure that own conduct and appearance are appropriate to the performance context
  6. Adjust volume of playing consistently to the needs of performers and context of performance
  7. Take and give cues reliably, promptly, accurately and sensitively
  8. Contribute to maintaining a consistent balance between performers and backing
Perform own part in line with agreed performance outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that own contribution enhances the performance and complements the inherent qualities of performers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain energy levels, concentration and focus throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen critically to own and others' performance and adjust playing to achieve the required sound

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that own conduct and appearance are appropriate to the performance context

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust volume of playing consistently to the needs of performers and context of performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Take and give cues reliably, promptly, accurately and sensitively

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Contribute to maintaining a consistent balance between performers and backing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate performance

  1. Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way
  2. Evaluate own performance as a backup accompanist and note areas for future improvement
  3. Seek feedback on own performance from relevant personnel and incorporate suggestions into overall strategies for improving own backup accompaniment skills
Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate own performance as a backup accompanist and note areas for future improvement

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on own performance from relevant personnel and incorporate suggestions into overall strategies for improving own backup accompaniment 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:

perform proficiently as a member of a backup accompaniment group before an audience on at least three occasions

listen effectively to adjust intonation and nuance in performance

apply interpretation and expression skills

communicate effectively with others involved in performances.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

opportunities to perform backup accompaniment before an audience

appropriate venue with adequate space and acoustic qualities for solo performances

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:

observation or video recordings of the candidate performing backup accompaniments

written or oral questioning on performance strategies as a member of a backup group

discussion of planning for performances

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

case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in contributing to backup accompaniment.

Guidance information for assessment

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

CUSMPF203A Develop ensemble skills for playing or singing music

CUSMPF204A Play music from simple written notation

CUSMPF301A Develop technical skills in performance

CUSMPF302A Prepare for performances.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

interpret music appropriately for performance

use appropriate chords and scales, forms, textures or other elements of musical organisation in performance

work collaboratively with others to achieve required musical outcomes

listening skills sufficient to:

monitor and adjust intonation as required

recognise intervals, chords, scales and chord progressions in selected area of specialisation

demonstrate appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound

initiative and enterprise skills in the context of collaborating with other backup artists to recover faults in live performances with minimum disruption to the audience's listening experience

learning skills in the context of improving music performance skills and expression through rehearsal

self-management and planning skills sufficient to:

plan practice time prior to performance to improve technical facility

allow sufficient time for warm-up prior to performances

maintain an appropriate standard of personal presentation

technical and problem-solving skills sufficient to:

use a range of instrumental techniques in selected area of specialisation

use a variety of rhythms, time signatures, beat patterns and rhythmic styles relevant to specialisation

perform appropriately for the context of venues, available sound forces and the act

Required knowledge

broad understandingof:

solo or group performance protocols and customs

industry, repertoire and musical terminology

impact of different performance environments on musical outcomes

chosen genres and their musical forms and conventions in performance

chord and melodic formulae in selected area of specialisation

issues and challenges that arise in the context of performing backup accompaniment

OHS practices, procedures and standards as they apply to using musical instruments and performing in a range of environments

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.

Relevant personnel may include:

director

producer

performer

mentor

teacher

coach

tutor

conductor

sound engineer.

Directions may be for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics.

Listening may include:

responding creatively and sensitively to other performers in ensemble performance

tuning instrument

pattern and sequence recognition and memory

recognising music systems and practices

reproducing sequences from memory.

Strategies may include:

working with an appropriate tutor

using opportunities to perform as a backup artist

listening critically to a wide range of live and recorded music, focusing on backup

participating in relevant groups or associations

participating in professional development and other learning opportunities to broaden performance knowledge and experience

attending master classes

attending performances

contributing to and participating in festivals and conferences

being involved in a range of music-making activities

practising performance techniques in a range of styles.