Elements and Performance Criteria

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.
Instruments may include:
acoustic or electronic
voice
stringed
keyboards
wind
percussion
brass
plucked.
Scope of an instrument may include:
tone colour:
instrumental attack
range of accessories
interaction between player and instrument
performer's physique
voice production
sound production
effects
dynamics and volume
pitch, register and tessitura
specific effects available using a range of attacks.
Capability of an instrument may include its:
application to a range of music-making activities and outcomes
scope and potential for solo or group performance
adaptability
size.
Repertoire may include:
short, simple pieces appropriate to the selected instrument
song forms and their relevant components, such as:
riffs
sequences
rhythm patterns
pieces composed for or by the performer.
Accessories may include:
reeds
strings
plectrums
mouth pieces
sticks, mallets, brushes and beaters
stands
pedals
microphones
amplifiers
samplers
mixers
enhancers, such as pitch and tone modulators.
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.
Relevant personnel may include:
musical director
performer
colleague
mentor
teacher
coach
tutor
family member.
Facility with instrument or voice may include:
physical coordination in one or more of:
tonguing
fingering
plucking
beating
pedalling
vocal technique
attack
dynamics
tempi
intonation
sound production
rhythms and rhythm patterns
chords and chord patterns
melodic patterns.
Exercises may include:
exercises to develop physical coordination in performing music in simple scales, arpeggios, chords or rhythms
exercises to improve breath control
bowing techniques to help coordinate finger action and bowing movements
exercises to develop embouchure
systematic fingering patterns
systematic hand and foot patterns
systematic plucking and picking patterns and exercises
drumming exercises
pedalling exercises
vocal exercises for pitch and articulation.
OHS principles include:
relevant practice or legislation
hearing and noise reduction strategies
length of performance and practice sessions
correct posture.

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:
demonstrate the physical capacity and coordination required to play or sing simple pieces
respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
suitable physical and acoustic environment
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:
direct observation of candidate in practice sessions or performances
testimonial from individual tutors
video or audio recordings of candidate's performance or practice sessions
written or oral questioning to assess knowledge as listed in the required knowledge section of this unit.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMLT201A Develop and apply musical ideas and listening skills
CUSMPF202A Incorporate music technology into performance
CUSMPF203A Develop ensemble skills for playing or singing music
CUSMPF204A Play music from simple written notation.