Unit of competency Outline
Date retreived
22/07/2026 1:37 AM AWST
22/07/2026 1:37 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.
Extend improvisation techniques
Extend improvisation techniques
Unit of competency
National Code
CUSMPF604A
CUSMPF604A
State Code
D2950
D2950
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
65
Description
This unit describes the performance outcomes, skills and knowledge required to develop high-level improvisation skills.
Notes
Elements and Performance Criteria
1. Set professional development goals
- 1.1 In consultation with appropriate personnel, listen to recordings of own improvisations in the context of setting professional development goals
- 1.2 Discuss factors that contribute to excellence in improvisation and incorporate them into professional development goals as appropriate
- 1.3 Listen to the work of master improvisers and consider techniques that could be applied to own practice
- 1.4 Establish criteria for monitoring and evaluating the success of own skill development
- 1.5 Develop a practice plan that incorporates realistic goals as a basis for refining improvisation techniques
- 1.6 Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan
2. Use personal practice time to refine techniques
- 2.1 Experiment with and exploit repertoire to continuously refine improvisation techniques in both solo and group contexts
- 2.2 Develop confidence in own ability to create 'in the moment' responses to musical stimuli
- 2.3 Listen critically to own performance to assess strengths and weaknesses and adjust practice regime accordingly
- 2.4 Ensure that practice is undertaken with due consideration to personal health and safety
3. Perform improvisation before an audience
- 3.1 Support and enhance the contribution of others to achieve best performance outcomes
- 3.2 Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble
- 3.3 Respond accurately to starting cues when performing solo improvisation
- 3.4 Sustain musical impetus in improvisation through dynamic use of musical elements
- 3.5 Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression
- 3.6 Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately
- 3.7 Provide a clear cue to the ensemble to finish the solo section as required
- 3.8 Ensure that the duration of solo improvisations accord with the custom and practice of the group and/or musical style
- 3.9 Acknowledge applause according to the custom and practice of the group and/or musical style
4. Evaluate own skill development
- 4.1 View or listen to recordings of own performance to analyse technical and expressive aspects of own performance
- 4.2 Evaluate level of improvement in own improvisation techniques against agreed criteria
- 4.3 Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies
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:
mentor
coach
peer
ensemble member
musical director
conductor.
Factors may include:
concept that improvisation is spontaneous composition or variation, a creative discovery
ability to react to stimuli immediately to changes needed to the music
ability to focus in the moment
confidence level
audience response
whether improvisation is a solo or group performance
musical style.
Techniques may include:
applying advanced harmonic knowledge to improvised solos
playing arpeggios on chord sequences containing extended chord structures
using appropriate note placement for the harmonic structure of advanced chord sequences
applying advanced chord substitution in an improvised solo
creating forward motion
targeting upper extensions in an improvised solo
vocal and instrumental sound production
physical dexterity and coordination
playing an extensive range of rhythms and rhythm patterns
controlling rhythms, including syncopation, rhythmic contrast and simultaneous cross rhythms
controlling tone colour across a wide dynamic range
phrasing and shaping performance in style and nuance
controlling dynamics
controlling performance at the required speed
integrating a range of elements in performance.
Criteria may include:
development of advanced harmonic, melodic and rhythmic concepts
increased range of improvisation techniques used
increased level of confidence in performing improvisation
audience response
increased positive feedback from mentors and ensemble members.
Repertoire may include:
complex pieces composed for the selected instrument
complex pieces or works specially arranged for the instrument in area of specialisation
diverse range of solo and ensemble pieces of varying levels of complexity and difficulty
works from a range of genres and styles.
Health and safety considerations may include:
correct posture to support facility and longevity in practice
ensuring that practice sessions are of reasonable duration to avoid fatigue
hearing protection
protection of body against overuse injury
safe lifting techniques
strategies to overcome performance anxiety, such as:
focussing on a single element or action at a time
relaxation techniques, such as meditation and deep breathing
focussing on patterns rather than individual notes
warm-up routines.
Cues may include:
verbal
physical gestures
musical.
Musical elements may include:
melody
chords and chord progressions
intervals
harmony
rhythm
notes
chord-scale relationships
expression
motifs
tone.
Appropriate personnel may include:
mentor
coach
peer
ensemble member
musical director
conductor.
Factors may include:
concept that improvisation is spontaneous composition or variation, a creative discovery
ability to react to stimuli immediately to changes needed to the music
ability to focus in the moment
confidence level
audience response
whether improvisation is a solo or group performance
musical style.
Techniques may include:
applying advanced harmonic knowledge to improvised solos
playing arpeggios on chord sequences containing extended chord structures
using appropriate note placement for the harmonic structure of advanced chord sequences
applying advanced chord substitution in an improvised solo
creating forward motion
targeting upper extensions in an improvised solo
vocal and instrumental sound production
physical dexterity and coordination
playing an extensive range of rhythms and rhythm patterns
controlling rhythms, including syncopation, rhythmic contrast and simultaneous cross rhythms
controlling tone colour across a wide dynamic range
phrasing and shaping performance in style and nuance
controlling dynamics
controlling performance at the required speed
integrating a range of elements in performance.
Criteria may include:
development of advanced harmonic, melodic and rhythmic concepts
increased range of improvisation techniques used
increased level of confidence in performing improvisation
audience response
increased positive feedback from mentors and ensemble members.
Repertoire may include:
complex pieces composed for the selected instrument
complex pieces or works specially arranged for the instrument in area of specialisation
diverse range of solo and ensemble pieces of varying levels of complexity and difficulty
works from a range of genres and styles.
Health and safety considerations may include:
correct posture to support facility and longevity in practice
ensuring that practice sessions are of reasonable duration to avoid fatigue
hearing protection
protection of body against overuse injury
safe lifting techniques
strategies to overcome performance anxiety, such as:
focussing on a single element or action at a time
relaxation techniques, such as meditation and deep breathing
focussing on patterns rather than individual notes
warm-up routines.
Cues may include:
verbal
physical gestures
musical.
Musical elements may include:
melody
chords and chord progressions
intervals
harmony
rhythm
notes
chord-scale relationships
expression
motifs
tone.
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 improvisations using a range of advanced techniques
plan and monitor progress in own skill development
demonstrate an advanced level of musical decision making in an improvised context
respond positively to constructive feedback on own performance
collaborate effectively with other members of a performance ensemble.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
performance opportunities as part of an ensemble
appropriate venue with adequate space and acoustic qualities
an audience
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 of performance where the candidate is performing an improvisation
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
process diary detailing practice planning, goals and strategies
written or oral questioning on technical development strategies, planning and career goals
relevant samples of artistic work with candidate's evaluation
authenticated details of relevant artistic and/or commercial achievements
video or audio recordings of performance or practice sessions where the candidate is performing an improvisation
case studies and scenarios as a basis for discussing issues about refining improvisation techniques.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMLT601A Analyse music
CUSMLT602A Analyse harmony
CUSMPF602A Manage stagecraft aspects of performances
CUSMPF603A Refine performance techniques and expand repertoire.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
confidently perform improvisations using a range of advanced techniques
plan and monitor progress in own skill development
demonstrate an advanced level of musical decision making in an improvised context
respond positively to constructive feedback on own performance
collaborate effectively with other members of a performance ensemble.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
performance opportunities as part of an ensemble
appropriate venue with adequate space and acoustic qualities
an audience
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 of performance where the candidate is performing an improvisation
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
process diary detailing practice planning, goals and strategies
written or oral questioning on technical development strategies, planning and career goals
relevant samples of artistic work with candidate's evaluation
authenticated details of relevant artistic and/or commercial achievements
video or audio recordings of performance or practice sessions where the candidate is performing an improvisation
case studies and scenarios as a basis for discussing issues about refining improvisation techniques.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMLT601A Analyse music
CUSMLT602A Analyse harmony
CUSMPF602A Manage stagecraft aspects of performances
CUSMPF603A Refine performance techniques and expand repertoire.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWH94 | CUAMPF604 | Extend improvisation techniques | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D363 | CUS60109 | Advanced Diploma of Music | Qualification |