Elements and Performance Criteria

Exercises to develop technical skills may include:
scales, arpeggios, a range of triads, chords or rhythms

Technical skills development includes one or more of:
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
pedaling
vocal exercises to produce clear and even tone, agility and flexibility

Repertoire may include:
pieces appropriate to the selected instrument
improvisations on rhythmic, harmonic or melodic structures
songs/tunes
traditional patterns
own original work

Instruments may include:
acoustic or electronic instruments
voice
stringed instruments
keyboards
wind instruments
percussion
brass
plucked instruments
others

Techniques should develop:

As many of the following that are relevant to the instrument and style of music:
vocal and instrumental sound production
physical coordination
playing rhythms and rhythm patterns
playing chords and chord patterns
reproducing pieces from written notation, chord charts and/or aural memory and imitation
aural memory and imitation

The range of the instrument may involve:
tone colour
articulation
physical attributes and components
dynamics or volume control and contrast
pitch or register
specific effects available using a range of attacks

The capability of an instrument include its:
application to a range of music making activities and outcomes
scope and potential for solo or group performance
history in performance
customs in established performance traditions
adaptability

Tuning the instrument may include adjusting:
pitch
tone colour
effects
length of strings
tautness of skins
length of tubing or pipes
the oral tract
position of the diaphragm and larynx
settings of the instrument and relevant accessories

Tuning may involve:
choosing best tuning options from appropriate alternatives
tuning keys or other tuning implements
pitch pipes
tuning forks
electronic tuners
electronic pitch or frequency controls
other tuning devices

Tone colour may involve:
instrumental attack and articulation
a range of accessories
interaction between the player and the instrument
performer's posture and physique
voice production
voicing
sound production
combination of instruments sounding together

OHS principles may include:
relevant practice or legislation
policies and best practice relevant to particular performance contexts
specific knowledge of preventative practice against overuse injury and hearing damage
knowledge and use of correct posture

Accessories may include:
reeds
strings
plectrums
mouth pieces
mallets or beaters
stands
pedals
microphones
amplifiers
samplers
mixers
enhancers

Underpinning knowledge and skills
Assessment must include evidence of the following knowledge and skills:
increasing awareness of the subtleties and variations of tone colour available on the instrument and their use in performance
ability to produce planned sound consistently
acoustic principles relevant to selected instrument and area of specialisation
instrument parts, applications, range, capabilities, care and maintenance
tuning the instrument and an increased awareness of intonation
ability to discriminate and adjust pitch to produce the required sound
planning practice time and setting technical development goals
ability to play an extensive range of scales, rhythms or chord patterns in selected area of specialisation
knowledge of repertoire relevant to the selected instrument and area of specialisation
ability to apply OHS principles to performance practice

Linkages to other units
This unit has strong linkages to, and may be assessed with, the following units:
CUSMPF03A Develop and maintain stagecraft skills
CUSMPF04A Prepare self for performance
CUSMPF05A Rehearse music for performance
CUSMPF07A Plan, prepare and perform for a demo recording
CUSMPF08A Contribute to backup accompaniment for a performance
CUSMPF10A Develop and practise improvisation
CUSMPF11A Perform music as part of a group
CUSMPF12A Plan, prepare and present a live audition program

Critical aspects of evidence
The following evidence is critical to the judgement of competence in this unit:
critical listening to analyse and discuss musical elements, form and style in selected area of specialisation
aural discrimination to monitor and adjust own performance to identify and achieve the required sound
ability to demonstrate fluent performance on the selected instrument/voice in selected area of specialisation

Method and context of assessment
Evidence of competence may be obtained through a variety of methods including:
observation of performance practice
oral questioning on technical development plans and strategies
discussion of career goals, time management and strategies
relevant samples of artistic work with candidate's evaluation
samples of work plans
authenticated details of relevant courses or training sessions
authenticated details of relevant artistic and/or commercial achievements
relevant portfolio kit, tapes, scores, CDs, videos, biographies of practitioner's work
simulation of a performance practice session
case studies and scenarios to discuss the identification of technical issues and how to deal with them in performance
portfolios or other documentation which demonstrate the processes used in realising creative concept
Competency in this unit may need to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence. The assessee must nominate the area of specialisation, to be assessed.
Assessment may occur off the job, on the job or in a combination of on and off the job. Assessment of this unit requires practical examination of performance of at least three pieces from the nominated area of specialisation of which each should present a particular technical challenge.
Technical proficiency must be evident in confident and fluent performance demonstrating accurate melody, harmony and/or rhythm as required by the pieces presented.

Resource requirements
This unit of competency must be assessed using:
relevant instrument and equipment
written resources relevant to the performance
suitable acoustic space

Communicating ideas and information
(2)

Collecting analysing and organising information
(2)

Planning and organising activities
(2)

Working with others and in teams
(2)

Using mathematical ideas and techniques
(0)

Solving problems
(2)

Using technology
(2)