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.
Appropriate personnel may include:
musical director
performer
mentor
teacher
coach
tutor.
Aspects of the human voice to consider may include:
vocal sound production
articulation
waveforms
harmonic content
vocal formats
pitch
singing formats
spoken and sung sounds
timbre
vocal range:
soprano
mezzosoprano
alto
contralto
tenor
baritone
bass
register:
flageolet
falsetto
modal.
Range and scope may include:
vocal weight
vocal tessitura
vocal transition points
tone colour
articulation
control and contrast
dynamics and volume
pitch and register
potential for solo or group performance
potential for singing in different musical styles.
Repertoire may include:
songs and tunes for solo performance
choral pieces
acapella pieces
improvisations on rhythmic, harmonic or melodic structures
own original work.
Physical problems may include:
vocal fold problems, such as:
bowed vocal folds
cysts
atrophy
granuloma
paralysis
paradoxical vocal fold motion
chronic cough
chronic hoarseness
laryngeal papilloma
muscle function dysphoria
reflux
vocal nodules
vocal papilloma
vocal polyps
voice misuse.
Ways to avoid physical problems may include:
conducting vocal warm-ups and warm-downs
not performing when sick
knowing own role well
resting before and after performances
knowing when to stop talking or singing
avoiding the use of performance-enhancing medication
getting help sooner than later if problems start to appear.
Strategies may include:
working effectively with an appropriate tutor
practising as a performer
participating in relevant groups or associations
participating in professional development and other learning opportunities
attending master classes
attending performances
listening critically to a wide range of live and recorded music.
Techniques may include:
breathing
messa di voce
articulation, including:
tremolo
vibrato
legato
staccato
accents
gliss
fall-off
ghost note
bend
control of dynamics
rapid figurations
posture
projection.
Music knowledge may include:
repertoire
music analyses and research in selected area of specialisation
musical forms, systems, practices and customs
reading and writing music using written music, sheet music and chord charts
interpretation of directions for:
instrumentation
voicing
expression
timbre
attack
pitch
tempi
dynamics
solo and ensemble protocols for rehearsals and performances
improvisation in performance using aural cues only
chord and melodic formulae.
Exercises may include:
scales
arpeggios
breathing exercises to achieve good breath control and tone colour
exercises for developing techniques, such as:
negotiating one's way through register breaks
modifying vowels at higher pitches
making informed choices about using glottal stops and diphthongs
embellishing a melody
improvising, e.g. scat singing
producing a constant tone on all vowels
comfortably singing wide intervals
correcting vocal faults.
Memorising repertoire may involve:
melody
lyrics
keys
guide tones
arpeggios.
Ancillary skills may include:
dancing
acting
applying make-up
hair styling
song writing
playing an instrument
accurately pronouncing a foreign language.

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:
confidently perform at least three songs that demonstrate an ability to achieve the required sound
do vocal warm-ups and warm-downs
perform a 10-second messa di voce
learn and practise to improve own performance
respond positively to constructive feedback on own performance.
Context of and specific resources for assessment
Assessment must ensure:
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 practice or performance sessions where the candidate is singing
written or oral questioning on technical development strategies, planning and goals with respect to developing vocal techniques
video and/or audio recordings of performances or practice sessions where the candidate is singing
self-evaluation sheets
samples of work plans for private practice sessions
case studies and scenarios as a basis to discuss issues and challenges that arise in the context of developing vocal techniques.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF302A Prepare for performances
CUSMPF401A Rehearse music for group performances
CUSMPF402A Develop and maintain stagecraft skills
CUSMPF403A Develop repertoire as part of a backup group
CUSMPF404A Perform music as part of a group.