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Evidence Guide: CUSMPF405A - Develop instrumental techniques

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

 

CUSMPF405A - Develop instrumental techniques

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

Develop control over instrument

  1. Extend control over the physical characteristics and range of chosen instrument
  2. Produce sound reliably and consistently in line with selected musical style and repertoire
  3. Use control over chosen instrument to perform music proficiently in a range of repertoire in selected musical style
Extend control over the physical characteristics and range of chosen instrument

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Produce sound reliably and consistently in line with selected musical style and repertoire

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use control over chosen instrument to perform music proficiently in a range of repertoire in selected musical style

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain and care for instrument

  1. Use appropriate methods to care for, move, use and store the instrument securely
  2. Set up and/or warm up the instrument in preparation for practice and performance
  3. Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes
  4. Tune the instrument appropriately to the required standard and tuning conventions
Use appropriate methods to care for, move, use and store the instrument securely

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Tune the instrument appropriately to the required standard and tuning conventions

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use practice time to develop technique

  1. In consultation with appropriate personnel, plan practice sessions and strategies aimed at developing techniques and overcoming technical challenges
  2. Exploit the physical relationship between instrument and player to perform a range of techniques and to develop musical expression
  3. Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness
  4. Plan repertoire to advance performance skills
  5. Use good posture and appropriate finger, hand and/or body positions to maintain technical facility and healthy performance habits
  6. Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required
In consultation with appropriate personnel, plan practice sessions and strategies aimed at developing techniques and overcoming technical challenges

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Exploit the physical relationship between instrument and player to perform a range of techniques and to develop musical expression

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Systemically practise pieces using exercises that develop technical fluency in identified areas of weakness

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Plan repertoire to advance performance skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on own skill development from appropriate personnel and adjust focus of practice sessions as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform pieces from a range of repertoire

  1. Use activities and physical exercises to perform pieces from a range of repertoire in the selected style of music
  2. Listen to the work of professional musicians to determine goals and evaluate own performance against those goals
  3. Seek and use advice on skill development in own performance
  4. Play pieces and/or accompaniments with rhythmic precision, attention to dynamic range, and variations in technique as required
  5. Perform all work following agreed tempi and musical markings where relevant
  6. Use technical facility to achieve sound control, accurate intonation, and variations in sound and tone as appropriate
Use activities and physical exercises to perform pieces from a range of repertoire in the selected style of music

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and use advice on skill development in own performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Play pieces and/or accompaniments with rhythmic precision, attention to dynamic range, and variations in technique as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform all work following agreed tempi and musical markings where relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use technical facility to achieve sound control, accurate intonation, and variations in sound and tone as appropriate

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:

use aural discrimination to monitor and adjust own performance to achieve the required sound

demonstrate fluent performance on the selected instrument/voice in selected area of specialisation

learn and practise to improve own performance

respond positively to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instruments and equipment

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

opportunities to demonstrate improvement in instrumental techniques.

Method of assessment

The following assessment methods are appropriate for this unit:

observation of practice or performance

written or oral questioning on technical development strategies, planning and goals

video and/or audio recordings of performances or practice sessions

self-evaluation sheets

samples of work plans for private practice sessions

simulation of a performance practice session

case studies and scenarios as a basis to discuss technical issues, and strategies 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:

CUSMPF302A Prepare for performances

CUSMPF303A Contribute to backup accompaniment

CUSMPF305A Develop improvisation skills

CUSMPF401A Rehearse music for group performances

CUSMPF402A Develop and maintain stagecraft skills

CUSMPF404A Perform music as part of a group.

Required Skills and Knowledge

Required skills

communication, teamwork and organisational skills sufficient to:

interpret music appropriately for performance practice

analyse and discuss with colleagues musical elements, form and style in selected area of specialisation

respond appropriately to constructive feedback on own performance

self-management and planning skills sufficient to:

plan own practice time

set development goals

identify areas of weakness and plan practice accordingly

listening skills sufficient to:

monitor and adjust intonation as required

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

use appropriate sound and tone production for instrument or voice

produce a controlled sound with variations in tone as required

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

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

technical and problem-solving skills sufficient to:

use a range of instrumental techniques on either a first or second instrument

tune instrument to achieve intonation

play an extensive range of scales, rhythms or chord patterns in selected area of specialisation

produce planned sound consistently

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 extending performance technique

OHS principles as they apply to performing:

relevant legislation

policies and best practice relevant to particular performance contexts

preventative practice against overuse injury and hearing damage

correct posture

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.

Range of an instrument may involve:

tone colour

articulation

physical attributes and components

dynamics, and volume control and contrast

pitch and register

specific effects available using a range of attacks.

Instruments may refer to first or second instruments and may include:

acoustic or electronic instruments

voice

stringed

keyboards

wind

percussion

brass

plucked.

Repertoire may include:

pieces appropriate to the selected instrument

improvisations on rhythmic, harmonic or melodic structures

songs and tunes

traditional patterns

own original work.

Accessories may include:

reeds

strings

plectrums

mouth pieces

sticks, mallets, brushes and beaters

stands

pedals

microphones

amplifiers

samplers

mixers

enhancers.

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.

Appropriate personnel may include:

musical director

performer

mentor

teacher

coach

tutor

conductor

sound engineer.

Strategies may include:

working effectively with an appropriate tutor

practising as a performer

participating in relevant groups or associations

participating in professional development and other learning opportunities

attending master classes

attending performances

listening critically to a wide range of live and recorded music.

Techniques may involve developing:

vocal and instrumental sound production

physical coordination

ability to play rhythms and rhythm patterns

ability to play chords and chord patterns

ability to reproduce pieces from written notation, chord charts and/or aural memory and imitation.

Exercises may include:

scales

arpeggios

range of triads, chords or rhythms

breathing exercises to achieve good breath control and tone colour

bowing techniques to increase fluency, variety and coordination

embouchure to achieve correct tone production and a well-centred sound

fingering patterns with appropriate phrasing, articulation and dynamics

hand and foot patterns

plucking and picking patterns and exercises

drumming exercises with hands, mallets and beaters

pedalling

vocal exercises to produce clear and even tone, agility and flexibility.