Unit of competency Outline
Date retreived
22/07/2026 3:35 AM AWST
22/07/2026 3:35 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.
Conduct musical performances
Conduct musical performances
Unit of competency
National Code
CUSMPF606A
CUSMPF606A
State Code
D2952
D2952
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
21/01/2011
Field of Education
100101 - Music
Original Release Date
21/01/2011
Nominal Hours
51
Description
This unit describes the performance outcomes, skills and knowledge required to conduct musical performances. In this unit high-level musical skills are required, along with a sound knowledge of the range and capability of instruments being used in performances. Strong interpersonal communication skills are essential, as is the ability to read and sometimes memorise orchestral and vocal scores.
Notes
Elements and Performance Criteria
1. Prepare for performances
- 1.1 Arrive punctually and check that equipment, instruments and accessories are at hand
- 1.2 Foster group cohesion by communicating calmly and supportively with performers during warm-up
- 1.3 Communicate last minute contingency measures calmly where required and anticipate consequences
- 1.4 Ensure that warm-up is appropriately brief and balanced, with minimal revision, to assist self and performers to prepare for the performance psychologically, physically and artistically
- 1.5 Where possible ensure that the warm-up venue is conducive to a positive outcome
- 1.6 Apply listening skills to ensure that individual and collective tuning of instruments is accurate
2. Observe protocols during performances
- 2.1 Dress appropriately for the performance occasion
- 2.2 Acknowledge the concertmaster according to stage protocol
- 2.3 On arrival at the podium acknowledge the audience with a bow
- 2.4 Observe performers to ascertain and expedite performance readiness
- 2.5 Observe audience for performance readiness and delay performance for a reasonable time as required
- 2.6 Acknowledge performers at the conclusion of performances or at other appropriate times
- 2.7 Acknowledge final applause with a bow or other appropriate response
3. Interact with performers
- 3.1 Make personal preparation and understanding of the score evident during performances
- 3.2 Communicate musical leadership clearly to performers through demeanour and body language
- 3.3 Maintain the engagement of all performers and direct energy to achieve performance excellence
- 3.4 Ensure that overall acoustic balance of instrumental and/or electronic forces is consistent and appropriate
- 3.5 Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence
- 3.6 Monitor the body language of performers and ensemble members as a measure of their confidence in the conductor/director
- 3.7 Respond quickly and effectively to performance variations and minimise the consequent effect of any disruption
- 3.8 Maintain balance between the aspirations of different performers and their functions within the overall work
4. Interact with audiences
- 4.1 Establish effective contact with audiences in line with performance context
- 4.2 Control behaviour from the moment of entry to final exit in line with performance context
- 4.3 Direct verbal communication to audience audibly as required to contribute to their overall understanding of works
- 4.4 Achieve and sustain audience engagement throughout performances
- 4.5 Maintain responses to audiences in an alert, sensitive and courteous manner
5. Evaluate own performance
- 5.1 In consultation with relevant personnel, evaluate performances against planned outcomes
- 5.2 Assess own performance for its success in achieving the potential of musical works and performers
- 5.3 Measure performance against previous performances to assess own development
- 5.4 Assess performances for potential contribution they may make to future work
- 5.5 Identify aspects of own performance that could be improved
- 5.6 Respond to feedback constructively and apply to future work as appropriate
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.
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
listening for balance in the overall sound.
Understanding the score may include:
cadence
colour
giving effective cues for entries
heat dynamics
phrasing
structure
tempo
tone.
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
sight reading
improvisation
shaping the performance of others.
Technical skills may include:
characteristics of instruments
facility with techniques to control and enhance music making
taking into account technical requirements of specific instruments.
Relevant personnel may include:
producer
sound engineer
performer
stage manager
music critic
mentor
composer
musical director
sound designer
production manager
manager
promoter
client.
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
listening for balance in the overall sound.
Understanding the score may include:
cadence
colour
giving effective cues for entries
heat dynamics
phrasing
structure
tempo
tone.
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
sight reading
improvisation
shaping the performance of others.
Technical skills may include:
characteristics of instruments
facility with techniques to control and enhance music making
taking into account technical requirements of specific instruments.
Relevant personnel may include:
producer
sound engineer
performer
stage manager
music critic
mentor
composer
musical director
sound designer
production manager
manager
promoter
client.
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:
conduct at least three musical performances
provide musical leadership
express musical vision through a range of musical forces
motivate performers to achieve their best.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
access to scores, charts or other written music resources
access toensemble performers
access to performance venuesand audiences
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:
observation or video recordings of candidate conducting musical performances
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
authenticated recordings of music performances where the candidate was the conductor
case studies and scenarios as a basis for discussion aboutissues and challenges that arise in the context ofconducting musical performances.
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
CUSMPF607A Lead music rehearsals.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
conduct at least three musical performances
provide musical leadership
express musical vision through a range of musical forces
motivate performers to achieve their best.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
access to scores, charts or other written music resources
access toensemble performers
access to performance venuesand audiences
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:
observation or video recordings of candidate conducting musical performances
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
authenticated recordings of music performances where the candidate was the conductor
case studies and scenarios as a basis for discussion aboutissues and challenges that arise in the context ofconducting musical performances.
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
CUSMPF607A Lead music rehearsals.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWH91 | CUAMPF606 | Conduct musical performances | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D363 | CUS60109 | Advanced Diploma of Music | Qualification |