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Evidence Guide: CUSMPF601A - Present a music performance

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

 

CUSMPF601A - Present a music performance

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

Plan music performance program

  1. In consultation with appropriate personnel, clarify expectations with regard to the music performance
  2. Assess own repertoire to identify appropriate components that may contribute to the music performance program and research new repertoire possibilities
  3. Sequence components of the music performance program to maximise audience engagement and to meet own physical requirements in presenting the performance
  4. Assess each component of the music performance program against own strengths and weaknesses in performance, taking advice from others as required
  5. Assess and obtain resources that may be required to present the piece
  6. Finalise the music performance program in consultation with appropriate personnel as required
In consultation with appropriate personnel, clarify expectations with regard to the music performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess own repertoire to identify appropriate components that may contribute to the music performance program and research new repertoire possibilities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sequence components of the music performance program to maximise audience engagement and to meet own physical requirements in presenting the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess each component of the music performance program against own strengths and weaknesses in performance, taking advice from others as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess and obtain resources that may be required to present the piece

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Finalise the music performance program in consultation with appropriate personnel as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Prepare for the music performance

  1. Engage in coaching, private practice and/or rehearsal sessions to ensure that the required performance standard is achieved
  2. Where accompanists or other artists are involved in the performance, ensure that close rapport and musical empathy are developed through rehearsals in time to achieve the required performance standard
  3. Seek and incorporate advice during performance preparation to ensure the best possible performance
Engage in coaching, private practice and/or rehearsal sessions to ensure that the required performance standard is achieved

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Where accompanists or other artists are involved in the performance, ensure that close rapport and musical empathy are developed through rehearsals in time to achieve the required performance standard

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek and incorporate advice during performance preparation to ensure the best possible performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop interpretation

  1. Analyse the repertoire to interpret its scope, possibilities and underlying intention
  2. Exploit a variety of interpretations in preparing the performance to develop musical expression and to identify the most appropriate interpretations within the constraints of own technical ability
  3. Demonstrate awareness of the performing space and the intended audience in preparing the musical interpretation
Analyse the repertoire to interpret its scope, possibilities and underlying intention

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Exploit a variety of interpretations in preparing the performance to develop musical expression and to identify the most appropriate interpretations within the constraints of own technical ability

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Demonstrate awareness of the performing space and the intended audience in preparing the musical interpretation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Warm up for the music performance

  1. Secure an appropriate warm-up space to tune instruments and check all other resources
  2. Warm up physically to ensure that sound production is secure from the beginning of the performance
  3. Centre thoughts to focus positively on the performance and relax effectively using techniques for overcoming performance anxiety
Secure an appropriate warm-up space to tune instruments and check all other resources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Warm up physically to ensure that sound production is secure from the beginning of the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Centre thoughts to focus positively on the performance and relax effectively using techniques for overcoming performance anxiety

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Perform before an audience

  1. Maintain communication with the audience, other artists and stage personnel using appropriate eye contact and other body language as required to ensure a cohesive performance
  2. Adjust own performance as required to ensure that instrumental/vocal tuning, sound production and technical performance standard are maintained throughout the performance
  3. Sustain interpretation and expressive communication with the audience coherently and consistently, and maintain energy and focus throughout the performance
  4. Recover errors in performance with minimum disruption to performance and audience experience
  5. Respond to the audience as required by the custom or tradition of the performance context in entering and leaving the stage, accepting applause, acknowledging other artists or relevant personnel and providing encores
  6. Present the performance with due regard to OHS considerations
Maintain communication with the audience, other artists and stage personnel using appropriate eye contact and other body language as required to ensure a cohesive performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adjust own performance as required to ensure that instrumental/vocal tuning, sound production and technical performance standard are maintained throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Sustain interpretation and expressive communication with the audience coherently and consistently, and maintain energy and focus throughout the performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Recover errors in performance with minimum disruption to performance and audience experience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Respond to the audience as required by the custom or tradition of the performance context in entering and leaving the stage, accepting applause, acknowledging other artists or relevant personnel and providing encores

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present the performance with due regard to OHS considerations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate the music performance

  1. Use objective measures to evaluate the success of the music performance
  2. Measure own performance against previous work to assess technical and artistic development
  3. Identify and note weaknesses and errors in the performance for analysis and remediation
  4. Assess feedback and use for possible adjustment in future work
Use objective measures to evaluate the success of the music performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Measure own performance against previous work to assess technical and artistic development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify and note weaknesses and errors in the performance for analysis and remediation

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assess feedback and use for possible adjustment in future work

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:

plan at least two music performances

confidently present at least two music performances on the selected instrument in area of specialisation

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

respond positively to constructive feedback on own performance.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant instrument and equipment

opportunities to present music performances before an audience

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.

Method of assessment

The following assessment methods are appropriate for this unit:

observation of candidate presenting a music performance

video and/or audio recordings of candidate presenting a music performance

self-evaluation sheets

case studies and scenarios to discuss the identification of technical methods, strategies and issues in music performance and how 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:

CUSMPF602A Manage stagecraft aspects of performance

CUSMPF603A Refine performance techniques and expand repertoire

CUSMPF605A Develop advanced vocal techniques.

Required Skills and Knowledge

Required skills

communication, teamwork and organisational skills sufficient to:

interpret music appropriately for performance

work collaboratively with others involved in music performances

respond positively to constructive feedback on own performance

respond appropriately to audiences

self-management and planning skills sufficient to:

plan a music performance program

use practice time effectively to prepare for performances

identify areas of weakness and plan practice accordingly

listening skills sufficient to:

monitor and adjust intonation as required

use appropriate sound and tone production for instrument or voice

apply acoustic principles to own playing

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

adapting repertoire to own performance in area of specialisation

responding appropriately to the unexpected during performances

learning skills in the context of:

improving music performance skills and expression through practice

using appropriate repertoire for technical development

critically evaluating own performance

technical and problem-solving skills sufficient to:

use a range of instrumental techniques in selected area of specialisation

tune instrument to achieve intonation

apply sound-production techniques

produce planned sound consistently across a wide dynamic range

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 presenting a music performance

OHS principles relevant to particular performance contexts, such as:

legislation

policies and best practice

hearing protection

protection of body against overuse injury

safe lifting practices

performance anxiety

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.

Appropriate personnel may include:

musical director

performer

mentor

teacher

coach

tutor

conductor

producer

agent

client

sound engineer.

Expectations may include:

duration

purpose

scope

venue

style of music

number of performers

rehearsals

whether music is to be recorded

publicity and promotion

target audience.

Repertoire may include:

pieces appropriate to the selected instrument

solo and ensemble pieces

improvised pieces

works from a range of genres and styles.

Resources may include:

sheet music or scores for own use and that of other performers

instruments:

acoustic or electronic

voice

stringed

keyboards

wind

tuned and untuned percussion

instrumental accessories:

reeds

strings

plectrums

mouth pieces

sticks, mallets, brushes and beaters

stands

pedals

microphones

amplifiers

samplers

mixers

enhancers

practice, rehearsal, coaching and music venues

répétiteurs, accompanists and other performers

electronic or electrical sound equipment

microphones

leads and racks

packing cases

music stands

lighting

props and stage decorations, including floral arrangements

gifts required for presentations at the conclusion of the music

costumes and personal accessories

trolleys or other lifting and carrying equipment

transport

stage personnel.

OHS considerations may include:

correct posture to support facility and longevity in practice

ensuring that practice sessions are of reasonable duration to avoid fatigue

hearing protection

protection of body against overuse injury

safe lifting techniques

strategies to overcome performance anxiety, such as:

focussing on a single element or action at a time

relaxation techniques, such as meditation and deep breathing

focussing on patterns rather than individual notes

warm-up routines.