Unit of competency Outline
Date retreived
22/07/2026 8:37 PM AWST
22/07/2026 8:37 PM 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.
Develop improvisation skills
Develop improvisation skills
Unit of competency
National Code
CUSMPF305A
CUSMPF305A
State Code
D2929
D2929
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
34
Description
This unit describes the performance outcomes, skills and knowledge required to perform simple musical improvisation in a chosen area.
Notes
Elements and Performance Criteria
1. Apply music knowledge to improvisation
- 1.1 In a learning environment develop an understanding of musical elements that lend themselves to embellishment in the context of improvisation
- 1.2 Develop aural-recognition skills sufficient to practise simple improvisation in chosen area
- 1.3 Seek feedback on own skill development from relevant personnel
- 1.4 Listen critically to live and recorded improvised music as a way of exploring different improvisation techniques
2. Practise improvisation
- 2.1 Develop improvisation techniques in chosen area
- 2.2 Improvise around musical elements suited to chosen area
- 2.3 Memorise repertoire as required
- 2.4 Seek feedback on own skill development from relevant personnel and refine techniques
3. Perform simple solo improvisation
- 3.1 Rehearse aspects of ensemble performance as required
- 3.2 Respond accurately to starting cues
- 3.3 Sustain musical impetus in the solo improvisation through dynamic use of musical elements
- 3.4 Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately
- 3.5 Observe ensemble customs and protocols during performance
- 3.6 Provide a clear cue to the ensemble to finish the solo section
- 3.7 Seek feedback on own performance from relevant personnel and refine improvisation techniques
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.
Learning environment may include:
school
college
private tuition
rehearsal.
Musical elements may include:
melody
chords and chord progressions
intervals
harmony
rhythm
notes
chord-scale relationships
expression
motifs
tone.
Areas may include:
genre, such as:
blues
folk
rock
jazz
classical
any musical instrument
voice.
Relevant personnel may include:
ensemble member
mentor
teacher
coach
tutor
musical director.
Techniques may include:
variation of previous elements
two-chord progressions
32-bar standards
arpeggios on chord sequences
note placement
intermediate chord substitution
theme and variation
forward motion
harmonic riffs
forming coherent melodic lines
creating contrasting motif lines
mixing chord tones and scales
single chromatic approaches
double chromatic approaches.
Cues may include:
verbal
physical gestures
musical.
Learning environment may include:
school
college
private tuition
rehearsal.
Musical elements may include:
melody
chords and chord progressions
intervals
harmony
rhythm
notes
chord-scale relationships
expression
motifs
tone.
Areas may include:
genre, such as:
blues
folk
rock
jazz
classical
any musical instrument
voice.
Relevant personnel may include:
ensemble member
mentor
teacher
coach
tutor
musical director.
Techniques may include:
variation of previous elements
two-chord progressions
32-bar standards
arpeggios on chord sequences
note placement
intermediate chord substitution
theme and variation
forward motion
harmonic riffs
forming coherent melodic lines
creating contrasting motif lines
mixing chord tones and scales
single chromatic approaches
double chromatic approaches.
Cues may include:
verbal
physical gestures
musical.
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:
perform simple solo improvisation in chosen area on a number of occasions
work collaboratively with members of an ensemble when developing improvisation skills.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments
opportunities to perform improvisation as part of an ensemble
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 practice and/or performance
written or oral questioning on the music structures of improvisation
video and/or audio recordings of performances or practice sessions
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
case studies and scenarios as a basis for discussing issues in performance of improvisation
portfolios or other documentation that demonstrate the processes used in improvisation.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMLT301A Apply knowledge of genre to music making
CUSMLT302ADevelop and apply aural-perception skills
CUSMPF301A Develop technical skills in performance
CUSMPF303A Contribute to backup accompaniment.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
perform simple solo improvisation in chosen area on a number of occasions
work collaboratively with members of an ensemble when developing improvisation skills.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments
opportunities to perform improvisation as part of an ensemble
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 practice and/or performance
written or oral questioning on the music structures of improvisation
video and/or audio recordings of performances or practice sessions
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
case studies and scenarios as a basis for discussing issues in performance of improvisation
portfolios or other documentation that demonstrate the processes used in improvisation.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMLT301A Apply knowledge of genre to music making
CUSMLT302ADevelop and apply aural-perception skills
CUSMPF301A Develop technical skills in performance
CUSMPF303A Contribute to backup accompaniment.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C3991 | CUSMPF10A | Develop and practise improvisation | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI17 | CUAMPF305 | Develop improvisation skills | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D354 | CUS30109 | Certificate III in Music | Qualification |
| D357 | CUS40109 | Certificate IV in Music | Qualification |