Unit of competency Outline
Date retreived
22/07/2026 7:05 AM AWST
22/07/2026 7:05 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.
Rehearse music for group performances
Rehearse music for group performances
Unit of competency
National Code
CUSMPF401A
CUSMPF401A
State Code
D2930
D2930
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
01/04/2010
Field of Education
100101 - Music
Original Release Date
01/04/2010
Nominal Hours
80
Description
This unit describes the performance outcomes, skills and knowledge required to rehearse for a group performance.
Notes
Elements and Performance Criteria
1. Prepare for rehearsals
- 1.1 Confirm rehearsal requirements with relevant personnel
- 1.2 Confirm repertoire for performance and materials and equipment required at rehearsals
- 1.3 Confirm that rehearsals are of reasonable length and include appropriate breaks to allow for the physical needs of performers
- 1.4 Confirm that facilities and equipment provide an environment that is safe and conducive to learning and performance
- 1.5 Discuss and negotiate changes to rehearsal arrangements with relevant personnel as required
2. Prepare own performance for rehearsal in private practice
- 2.1 Identify and implement strategies for developing rehearsal skills
- 2.2 Allocate sufficient private practice time to prepare individual performance to the required standard
- 2.3 Where required, ensure that sight reading will be performed accurately and to the required standard
- 2.4 Develop instrumental or vocal technique to the standard required by the repertoire
- 2.5 Identify and remedy areas of deficiency in the performance repertoire
3. Participate in rehearsals
- 3.1 Attend rehearsals punctually with required materials to hand
- 3.2 Respond promptly and accurately to directions as required
- 3.3 Take and give cues reliably, promptly, accurately and sensitively
- 3.4 Communicate problems or issues that are relevant to the group in a constructive and timely manner, reflecting an understanding of the group and the achievement of rehearsal outcomes
- 3.5 Maintain effective eye contact with the director and/or other ensemble players where appropriate to ensure a cohesive performance
- 3.6 Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of the rehearsal and quality of performance
- 3.7 Discuss and resolve technical or other problems in a positive and appropriate manner
- 3.8 Incorporate relevant advice about own playing as required to advance quality in performance
4. Perform to the required professional standard in rehearsal
- 4.1 Identify, interpret and prepare musical line within the overall work to the standard required for performance
- 4.2 Integrate own part within overall presentation to advance best performance outcomes
- 4.3 Contribute to a shared response to work and adjust playing to the performing group style
- 4.4 Adapt contribution to the performing group and the particular context as required
- 4.5 Recognise and support the contribution of other artists appropriately
- 4.6 Respect the working methods, personalities and special needs of other performers
- 4.7 Harness and pace energy during the process to enable sustained input and consistent performance quality
- 4.8 Apply listening skills to continuously evaluate and adjust own work
- 4.9 Apply music knowledge to enhance own performance
5. Contribute to a rehearsal culture
- 5.1 Prepare own instrument, music and/or equipment in time to meet the demands of the rehearsal schedule
- 5.2 Establish and maintain empathy and rapport in performance with all members of the group to advance performance outcomes
- 5.3 Refine own interpretation through appropriate interaction with other performance participants
- 5.4 Support all performers to encourage artistic commitment
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.
Rehearsal requirements may include:
duration
frequency
schedule
procedures
pre-rehearsal preparation
venues
musical context
artistic and commercial objectives
other people involved in rehearsals.
Relevant personnel may include:
performers
ensemble members
presenters
artists
musical directors
conductors
tutors
mentors
sound engineers.
Repertoire may include:
movements and/or pieces appropriate to the selected instrument
improvisation on specific/harmonic structures
songs and tunes
own original pieces
traditional patterns.
Materials and equipment may include:
instruments and accessories
scores, charts, tapes and CDs
pencils to make notes or mark music scores
electrical equipment
sound enhancement
music and/or microphone stands
electronic hardware and software for performance relevant to selected area of specialisation
music-recording equipment
special-effects devices.
Strategies for developing rehearsal skills may include:
listening to and learning from a musical director and performance peers
participating in a range of rehearsals in selected area of specialisation
participating in professional development and other learning opportunities in selected area of specialisation
attending performances in selected area of specialisation
being involved in a range of music-making activities
studying performance techniques in a range of styles in selected area of specialisation.
Listening skills may include:
tuning instrument
aural imagination to explore interpretation options
pattern and sequence recognition and memory in selected area of specialisation
reproducing sequences from memory
recognising music systems and practices in selected area of specialisation
chords and keys in tonal or other musical systems in selected area of specialisation
listening to own and others' performance in an ensemble to guide and adjust own work
effective musical interaction with other members of the ensemble.
Music knowledge may include:
repertoire in selected area of specialisation
using vocabulary relevant to area of music specialisation
instrument knowledge in selected area of specialisation
musical forms, systems, practices and customs in selected area of specialisation
reading and writing music using written music, sheet music and chord charts relevant to selected area of specialisation
interpretation of directions relevant to selected area of specialisation for:
instrumentation
voicing
expression
timbre
attack
pitch
tempi
dynamics
following solo and ensemble protocols in selected area of specialisation
following rehearsal and performance protocols in selected area of specialisation
improvisation in performance using aural cues only where relevant to selected area of specialisation
chord and melodic formulae in selected area of specialisation.
Rehearsal requirements may include:
duration
frequency
schedule
procedures
pre-rehearsal preparation
venues
musical context
artistic and commercial objectives
other people involved in rehearsals.
Relevant personnel may include:
performers
ensemble members
presenters
artists
musical directors
conductors
tutors
mentors
sound engineers.
Repertoire may include:
movements and/or pieces appropriate to the selected instrument
improvisation on specific/harmonic structures
songs and tunes
own original pieces
traditional patterns.
Materials and equipment may include:
instruments and accessories
scores, charts, tapes and CDs
pencils to make notes or mark music scores
electrical equipment
sound enhancement
music and/or microphone stands
electronic hardware and software for performance relevant to selected area of specialisation
music-recording equipment
special-effects devices.
Strategies for developing rehearsal skills may include:
listening to and learning from a musical director and performance peers
participating in a range of rehearsals in selected area of specialisation
participating in professional development and other learning opportunities in selected area of specialisation
attending performances in selected area of specialisation
being involved in a range of music-making activities
studying performance techniques in a range of styles in selected area of specialisation.
Listening skills may include:
tuning instrument
aural imagination to explore interpretation options
pattern and sequence recognition and memory in selected area of specialisation
reproducing sequences from memory
recognising music systems and practices in selected area of specialisation
chords and keys in tonal or other musical systems in selected area of specialisation
listening to own and others' performance in an ensemble to guide and adjust own work
effective musical interaction with other members of the ensemble.
Music knowledge may include:
repertoire in selected area of specialisation
using vocabulary relevant to area of music specialisation
instrument knowledge in selected area of specialisation
musical forms, systems, practices and customs in selected area of specialisation
reading and writing music using written music, sheet music and chord charts relevant to selected area of specialisation
interpretation of directions relevant to selected area of specialisation for:
instrumentation
voicing
expression
timbre
attack
pitch
tempi
dynamics
following solo and ensemble protocols in selected area of specialisation
following rehearsal and performance protocols in selected area of specialisation
improvisation in performance using aural cues only where relevant to selected area of specialisation
chord and melodic formulae in selected area of specialisation.
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 proficiently on chosen instrument in at least three rehearsals
listen effectively for and adjust intonation and nuance in performance
apply interpretation and expression skills
communicate effectively with other performers to achieve the required standard of performance.
Context of and specific resources for assessment
Assessment must ensure:
access to appropriate instruments, equipment and rehearsal space
opportunities to rehearse
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 recording of candidate during rehearsals
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
evaluation of documented discussion of time-management strategies with the candidate
relevant samples of artistic work with candidate's evaluation of rehearsal planning
samples of work plans for rehearsal
case studies as a basis for discussion of issues, methods and strategies in rehearsing music for performance.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF302APrepare for performances
CUSMPF402ADevelop and maintain stagecraft skills
CUSMPF403A Develop repertoire as part of a backup group
CUSMPF404A Perform music as part of a group.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
perform proficiently on chosen instrument in at least three rehearsals
listen effectively for and adjust intonation and nuance in performance
apply interpretation and expression skills
communicate effectively with other performers to achieve the required standard of performance.
Context of and specific resources for assessment
Assessment must ensure:
access to appropriate instruments, equipment and rehearsal space
opportunities to rehearse
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 recording of candidate during rehearsals
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
evaluation of documented discussion of time-management strategies with the candidate
relevant samples of artistic work with candidate's evaluation of rehearsal planning
samples of work plans for rehearsal
case studies as a basis for discussion of issues, methods and strategies in rehearsing music for performance.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF302APrepare for performances
CUSMPF402ADevelop and maintain stagecraft skills
CUSMPF403A Develop repertoire as part of a backup group
CUSMPF404A Perform music as part of a group.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C3987 | CUSMPF05A | Rehearse music for performance | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI15 | CUAMPF401 | Rehearse music for group performances | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D357 | CUS40109 | Certificate IV in Music | Qualification |
| D360 | CUS50109 | Diploma of Music | Qualification |