Lead music rehearsals Evidence Guide

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Evidence Guide: CUSMPF607A - Lead music rehearsals

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

CUSMPF607A - Lead music rehearsals

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

Develop musical direction skills

Critically research scores and performances with musical possibilities and outcomes in mind
Explore approaches in a range of art forms for their potential to assist with developing own musical direction skills
Participate in formal and informal learning experiences for own artistic and professional development
Explore cultural contexts and contemporary issues for their potential effect on own work
Plan work opportunities in line with career goals and artistic aspirations
Evaluate own work critically for overall achievement and use the opinions of others judiciously
Maintain a broad and current knowledge of the music industry through formal and informal means

Critically research scores and performances with musical possibilities and outcomes in mind

Completed
Date:

Teacher:

Evidence:

Explore approaches in a range of art forms for their potential to assist with developing own musical direction skills

Completed
Date:

Teacher:

Evidence:

Participate in formal and informal learning experiences for own artistic and professional development

Completed
Date:

Teacher:

Evidence:

Explore cultural contexts and contemporary issues for their potential effect on own work

Completed
Date:

Teacher:

Evidence:

Plan work opportunities in line with career goals and artistic aspirations

Completed
Date:

Teacher:

Evidence:

Evaluate own work critically for overall achievement and use the opinions of others judiciously

Completed
Date:

Teacher:

Evidence:

Maintain a broad and current knowledge of the music industry through formal and informal means

Completed
Date:

Teacher:

Evidence:

Prepare performance programs

Discuss vision for programs and expected performance outcomes with relevant personnel
Discuss and confirm casting with producers to ensure appropriate repertoire decisions
Ensure that repertoire selected is appropriate to the skill level of performers and for the performance occasion
Where possible, ensure that selected repertoire provides specific development possibilities for performers
Ensure that advice and feedback are sought, evaluated and incorporated into selection of repertoire and overall program
Communicate final musical vision positively and clearly to promoters, producers and performers

Discuss vision for programs and expected performance outcomes with relevant personnel

Completed
Date:

Teacher:

Evidence:

Discuss and confirm casting with producers to ensure appropriate repertoire decisions

Completed
Date:

Teacher:

Evidence:

Ensure that repertoire selected is appropriate to the skill level of performers and for the performance occasion

Completed
Date:

Teacher:

Evidence:

Where possible, ensure that selected repertoire provides specific development possibilities for performers

Completed
Date:

Teacher:

Evidence:

Ensure that advice and feedback are sought, evaluated and incorporated into selection of repertoire and overall program

Completed
Date:

Teacher:

Evidence:

Communicate final musical vision positively and clearly to promoters, producers and performers

Completed
Date:

Teacher:

Evidence:

Prepare to rehearse performance programs

Ensure that resources required for rehearsals are obtained and available in a timely fashion
Plan specific techniques to assist communication with performers and ensure optimum learning of the program
Assess musical and technical aspects of the repertoire to determine how they might affect rehearsals
Prepare repertoire to ensure that the performance shape and vision can be achieved with the performers within the allocated rehearsal time
Consider the possibilities of the musical style and the potential for drawing out the music's expressive qualities in own preparation for conducting
Plan strategies to meet potential technical and artistic challenges while ensuring efficient use of rehearsal time

Ensure that resources required for rehearsals are obtained and available in a timely fashion

Completed
Date:

Teacher:

Evidence:

Plan specific techniques to assist communication with performers and ensure optimum learning of the program

Completed
Date:

Teacher:

Evidence:

Assess musical and technical aspects of the repertoire to determine how they might affect rehearsals

Completed
Date:

Teacher:

Evidence:

Prepare repertoire to ensure that the performance shape and vision can be achieved with the performers within the allocated rehearsal time

Completed
Date:

Teacher:

Evidence:

Consider the possibilities of the musical style and the potential for drawing out the music's expressive qualities in own preparation for conducting

Completed
Date:

Teacher:

Evidence:

Plan strategies to meet potential technical and artistic challenges while ensuring efficient use of rehearsal time

Completed
Date:

Teacher:

Evidence:

Finalise rehearsal schedule

Clearly communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation
Clearly communicate details of responsibility for equipment, instruments and accessories and venue for each rehearsal to relevant personnel, allowing time for compliance
Ensure that sufficient rehearsal time is allocated to the repertoire to achieve agreed outcomes
Anticipate problems that might arise in relation to rehearsal schedule and plan accordingly

Clearly communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation

Completed
Date:

Teacher:

Evidence:

Clearly communicate details of responsibility for equipment, instruments and accessories and venue for each rehearsal to relevant personnel, allowing time for compliance

Completed
Date:

Teacher:

Evidence:

Ensure that sufficient rehearsal time is allocated to the repertoire to achieve agreed outcomes

Completed
Date:

Teacher:

Evidence:

Anticipate problems that might arise in relation to rehearsal schedule and plan accordingly

Completed
Date:

Teacher:

Evidence:

Direct rehearsals

Apply listening skills to ensure that individual and collective tuning is accurate
Use body effectively to give clear directions for structure, beat, entry cues, dynamics, colour and expression
Recognise and work with the collective and individual skills of performers
Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence
Communicate criticism of performers' work in a balanced and supportive manner

Apply listening skills to ensure that individual and collective tuning is accurate

Completed
Date:

Teacher:

Evidence:

Use body effectively to give clear directions for structure, beat, entry cues, dynamics, colour and expression

Completed
Date:

Teacher:

Evidence:

Recognise and work with the collective and individual skills of performers

Completed
Date:

Teacher:

Evidence:

Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence

Completed
Date:

Teacher:

Evidence:

Communicate criticism of performers' work in a balanced and supportive manner

Completed
Date:

Teacher:

Evidence:

Evaluate rehearsals

Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes
Document the outcome of debriefing sessions according to enterprise procedures
Reflect on own performance as rehearsal leader and note areas for improvement
Respond appropriately to peer feedback on quality of rehearsal performances and processes

Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes

Completed
Date:

Teacher:

Evidence:

Document the outcome of debriefing sessions according to enterprise procedures

Completed
Date:

Teacher:

Evidence:

Reflect on own performance as rehearsal leader and note areas for improvement

Completed
Date:

Teacher:

Evidence:

Respond appropriately to peer feedback on quality of rehearsal performances and processes

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: meet performance/production requirements when preparing for rehearsals provide musical leadership in rehearsal on at least three occasions apply high levels of music literacy and repertoire knowledge continuously improve performances through ongoing evaluation motivate others involved in performances to achieve their best.
Context of and specific resources for assessment	Assessment must ensure: access to: relevant instruments and equipment scores, charts or other written music resources participants, such as performers and technical crew appropriate performance venues with adequate space and acoustic qualities 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: evaluation of rehearsal schedules and plans prepared by the candidate observation or video recordings of music rehearsals led by the candidate written or oral questioning to test knowledge as listed in the required knowledge section of this unit authenticated recordings of music rehearsals where the candidate provided musical leadership case studies and scenarios as a basis for discussion about issues and challenges that arise in the context ofpreparing and leading music rehearsals.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSIND501A Apply music knowledge and artistic judgement CUSMLT601A Analyse music CUSMPF606A Conduct musical performances.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

provide musical leadership and creative direction to performers and instrumentalists during rehearsals

work collaboratively with a wide range of people

work creatively with individual differences

work constructively with group dynamics

observe cultural protocols appropriate to the genre or area of specialisation

identify and deal positively and constructively with conflict

initiative, enterprise and creativity in the context of:

matching repertoire to target audience

demonstrating originality and innovative approaches to the performance and interpretation of music for self and others

extending musical boundaries for self and audience

phrasing and shaping music appropriately

understanding and expressing appropriate musical nuance

leading musical performances appropriately for the context of venues, sound forces and perceived audience taste

listening skills sufficient to:

recognise intervals, chords, scales and chord progressions

understand appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound for self and others

listen critically to the creative work of others to inform own work and the work of others

listen critically to and adjust own creative work to achieve the required sound for self and others

listen critically to continuously evaluate and adjust the performance of musical works

planning and organisational skills sufficient to:

clarify roles

plan events and performance opportunities

work within established budgets and time frames to achieve planned outcomes

match work commitments to best career outcomes

plan practice to improve own technical facility in performance and directing music in area of specialisation

demonstrate punctuality in all work commitments

use time-management strategies to set priorities

learning and self-management skills in the context of:

locating and using resources to advance performance outcomes

acquiring and using information appropriate to directing performances

evaluating, adjusting and developing own work in line with planned career directions and artistic aspirations

discerning and listening to the advice of appropriate colleagues, experts and audience groups to adjust work in line with career direction

using appropriate posture, dress and other performance protocols

observing OHS requirements

technical skills sufficient to:

read musical scores

understand the capability of equipment and instruments in area of specialisation

investigate technology to enhance artistic or commercial outcomes in area of specialisation

Required knowledge

music knowledge in area of specialisation, including:

interpreting music in performance

improvisation conventions

sight reading from charts or musical notation

appropriate repertoire

musical terminology

musical genres and styles

solo and group performance protocols

composition process

issues and challenges that typically arise in the context of preparing and leading music rehearsals

techniques for moving the body and breathing to enhance musical performance of self and others

OHS requirements and procedures in relation to performing

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.
Developing musical direction skills may involve:	undertaking lessons with an appropriate tutor/mentor participating in professional development and other learning opportunities participating in relevant groups or associations listening critically to a wide range of live and recorded music communicating with peers using physical and electronic means contributing to and participating in festivals and conferences being involved in a range of relevant music-making activities, including master classes.
Learning may take place through:	mentoring coaching work experience shadowing structured or formal training listening to and evaluating the work of others continuing evaluation of own work peer and audience feedback.
Relevant personnel may include:	producer sound engineer performer stage manager conductor music critic mentor composer musical director sound designer production manager manager promoter client.
Resources may include:	equipment instruments and accessories rehearsal space scores rehearsal schedule contact details for performers and others involved in rehearsals documentation required by venue or producers.
Equipment, instruments and accessories may include:	voice and other acoustic and electronic musical instruments baton scores strings reeds mouth pieces sticks, mallets, brushes and beaters tuners, tuning forks and electronic tuners electronic equipment audio and video recordings sound reinforcement equipment, such as: microphones amplifiers mixers cabling lighting and lighting equipment special effects devices.
Listening skills may include:	tuning instrument listening to adjust the sound in solo or group performance aural imagination to identify and develop interpretive options pattern and sequence recognition and memory recognising music systems and practices chords and keys in tonal or other musical systems reproducing sequences from memory.
Music knowledge may include:	repertoire instrument knowledge music analyses and research marking up music rooms musical forms, systems, practices and customs using written music notation to read and write music, such as: acoustic and electronic scores sheet music chord charts interpretation and/or writing of directions for: instrumentation voicing expression timbre attack pitch tempi dynamics music writing, copying, arranging or editing sight reading improvisation shaping the performance of others making musical compositions available to be reproduced for performance.
Technical skills may include:	applying the understanding of technical issues of instruments and voices facility with techniques to control and enhance music making taking account of technical requirements of specific instruments.

NTISthis.com

Evidence Guide: CUSMPF607A - Lead music rehearsals

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSMPF607A - Lead music rehearsals

Develop musical direction skills

Prepare performance programs

Prepare to rehearse performance programs

Finalise rehearsal schedule

Direct rehearsals

Evaluate rehearsals

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _