Unit of competency Outline
Date retreived
22/07/2026 11:26 AM AWST
22/07/2026 11:26 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Lead music rehearsals
Lead music rehearsals
Unit of competency
National Code
CUSMPF607A
CUSMPF607A
State Code
D2953
D2953
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
28/06/2010
Field of Education
100101 - Music
Original Release Date
28/06/2010
Nominal Hours
63
Description
This unit describes the performance outcomes, skills and knowledge required to direct performers in rehearsals. This leadership role includes motivating others to give their best in performance. This involves applying a range of musicianship skills, such as understanding the performance capabilities of instruments and providing solutions to performance problems that arise during rehearsals and performances.
Notes
Elements and Performance Criteria
1. Develop musical direction skills
- 1.1 Critically research scores and performances with musical possibilities and outcomes in mind
- 1.2 Explore approaches in a range of art forms for their potential to assist with developing own musical direction skills
- 1.3 Participate in formal and informal learning experiences for own artistic and professional development
- 1.4 Explore cultural contexts and contemporary issues for their potential effect on own work
- 1.5 Plan work opportunities in line with career goals and artistic aspirations
- 1.6 Evaluate own work critically for overall achievement and use the opinions of others judiciously
- 1.7 Maintain a broad and current knowledge of the music industry through formal and informal means
2. Prepare performance programs
- 2.1 Discuss vision for programs and expected performance outcomes with relevant personnel
- 2.2 Discuss and confirm casting with producers to ensure appropriate repertoire decisions
- 2.3 Ensure that repertoire selected is appropriate to the skill level of performers and for the performance occasion
- 2.4 Where possible, ensure that selected repertoire provides specific development possibilities for performers
- 2.5 Ensure that advice and feedback are sought, evaluated and incorporated into selection of repertoire and overall program
- 2.6 Communicate final musical vision positively and clearly to promoters, producers and performers
3. Prepare to rehearse performance programs
- 3.1 Ensure that resources required for rehearsals are obtained and available in a timely fashion
- 3.2 Plan specific techniques to assist communication with performers and ensure optimum learning of the program
- 3.3 Assess musical and technical aspects of the repertoire to determine how they might affect rehearsals
- 3.4 Prepare repertoire to ensure that the performance shape and vision can be achieved with the performers within the allocated rehearsal time
- 3.5 Consider the possibilities of the musical style and the potential for drawing out the music's expressive qualities in own preparation for conducting
- 3.6 Plan strategies to meet potential technical and artistic challenges while ensuring efficient use of rehearsal time
4. Finalise rehearsal schedule
- 4.1 Clearly communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation
- 4.2 Clearly communicate details of responsibility for equipment, instruments and accessories and venue for each rehearsal to relevant personnel, allowing time for compliance
- 4.3 Ensure that sufficient rehearsal time is allocated to the repertoire to achieve agreed outcomes
- 4.4 Anticipate problems that might arise in relation to rehearsal schedule and plan accordingly
5. Direct rehearsals
- 5.1 Apply listening skills to ensure that individual and collective tuning is accurate
- 5.2 Use body effectively to give clear directions for structure, beat, entry cues, dynamics, colour and expression
- 5.3 Recognise and work with the collective and individual skills of performers
- 5.4 Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence
- 5.5 Communicate criticism of performers' work in a balanced and supportive manner
6. Evaluate rehearsals
- 6.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes
- 6.2 Document the outcome of debriefing sessions according to enterprise procedures
- 6.3 Reflect on own performance as rehearsal leader and note areas for improvement
- 6.4 Respond appropriately to peer feedback on quality of rehearsal performances and processes
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.
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.
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.
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.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWH90 | CUAMPF607 | Lead music rehearsals | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D363 | CUS60109 | Advanced Diploma of Music | Qualification |