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Evidence Guide: CUSMPF409A - Perform music using digital media

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

 

CUSMPF409A - Perform music using digital media

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

Generate ideas for performance

  1. Plan the scope of improvised and composed musical work for performance
  2. Discuss and evaluate the musical effectiveness of work in progress with appropriate personnel
  3. Incorporate feedback into preparation of digital media performance
Plan the scope of improvised and composed musical work for performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss and evaluate the musical effectiveness of work in progress with appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate feedback into preparation of digital media performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop facility with digital media

  1. Perform a range of techniques in musical ways
  2. Identify a range of sounds for incorporation into improvised and self-composed performances
  3. Extend control over the technology to build creative ways to use digital media as the performance instrument
  4. Listen to or view recordings of performances that use digital media as the performance instrument
  5. In consultation with appropriate personnel, identify factors that may affect how digital media is used in performance
  6. In consultation with appropriate personnel, plan practice sessions aimed at developing technical facility suited to using digital media in performance
Perform a range of techniques in musical ways

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a range of sounds for incorporation into improvised and self-composed performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Extend control over the technology to build creative ways to use digital media as the performance instrument

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to or view recordings of performances that use digital media as the performance instrument

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with appropriate personnel, identify factors that may affect how digital media is used in performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with appropriate personnel, plan practice sessions aimed at developing technical facility suited to using digital media in performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop appropriate notation

  1. Undertake research to identify the range of ways in which music is notated for performance using digital media
  2. Incorporate notation into performance using digital media
Undertake research to identify the range of ways in which music is notated for performance using digital media

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Incorporate notation into performance using digital media

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform a range of pieces

  1. Listen to the work of professional musicians to determine goals and evaluate own performance against those goals
  2. Seek and use advice on skill development in own performance
  3. Play pieces and/or accompaniments with appropriate attention to rhythmic detail and dynamic range, and variations in technique as required
  4. Perform all work following notated instructions where relevant
  5. Use technical facility to achieve variations in sound and tone as appropriate
  6. Display musical aptitude in performance using digital media
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 appropriate attention to rhythmic detail and dynamic range, and variations in technique as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform all work following notated instructions where relevant

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use technical facility to achieve variations in sound and tone as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Display musical aptitude in performance using digital media

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 music competently using digital media

respond positively to constructive feedback on own skill development in relation to using digital media in performance.

Context of and specific resources for assessment

Assessment must ensure:

access to digital media, including related software

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 application of digital media through performance.

Method of assessment

The following assessment methods are appropriate for this unit:

direct observation or video recordings of candidate using digital media in practice sessions or performances

testimonial from individual tutors

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

self-evaluation sheets

samples of work plans for practice sessions

case studies and scenarios as a basis for discussing 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.

Required Skills and Knowledge

Required skills

musical skills sufficient to:

recognise intervals and rhythmic patterns

produce a controlled sound with variations in tone as required

distinguish pitch and digitally adjust intonation where required

listening skills sufficient to select and adjust sound and tone as required

communication, teamwork and organisational skills sufficient to:

undertake research into the ways digital media can be used in performance

follow written and verbal instructions

understand information in equipment and software user guides

respond appropriately to constructive feedback on own performance

plan own practice time and setskill-development goals

literacy skills sufficient to:

read and understand user manuals

read and understand appropriate notation

learning skills sufficient to:

improve skills through practice

remain up to date with new versions and applications of digital media

initiative and enterprise skills in the context of:

using digital media to produce sounds in a variety of ways

developing increased awareness of subtleties and variations of sound possible through the use of digital media

technical skills sufficient to explore the full range of features of digital media applications in the context of performing music

problem-solving skills sufficient to:

use a range of techniques in performance

produce planned sound consistently

discriminate and adjust sound

Required knowledge

music knowledge, including musical notation and terminology

industry knowledge, including:

ways in which digital media can be used to perform music

features of standard digital media equipment and related software

repertoire relevant to digital media in performance

challenges that typically arise in the context of performing music using digital media

OHS practices, procedures and standards as they apply to using music technology

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.

Techniques may include:

digitally-generated sounds

digital manipulation of acoustic sound

musical articulation

musical phrasing

musical shading

improvisation of rhythmic and melodic material

physical coordination.

Sounds may include:

any form of sound produced by digital media

instrumental sounds or sequences from MIDI devices, software programs or other devices.

Digital media may include:

digital audio workstation (DAW) with a range of appropriate software

electronic instruments.

Appropriate personnel may include:

musical director

performer

mentor

teacher

coach

tutor

sound technician.

Factors may include:

purpose of performance:

entertainment for the general public

concert

dance

corporate purposes

cultural purposes

marketing and promotion

educational purposes

schools or other institutions

special communities

special occasions

public and/or religious ceremonies

auditions

audio or video recordings for online products or interactive games

available personnel

available resources

available budget

client's expectations

intellectual property

venue and facilities

technical parameters, including:

technology constraints

console

platform

bandwidth

memory/RAM

timelines

target audience.