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
conductor
sound engineer.
Instruments may include:
acoustic or electronic instruments
voice
stringed
keyboards
wind
percussion
brass
plucked.
Techniques may include:
bowing
embouchure
plucking and picking
fingering
pedalling
drumming
physical coordination
ability to play rhythms and rhythm patterns
ability to play chords and chord patterns
ability to reproduce pieces from written notation, chord charts and/or aural memory and imitation.
Range and scope of instruments may include:
tone colour
articulation
physical attributes and components
control and contrast
sound production
dynamics and volume
pitch, register and tessitura
specific effects available using a range of attacks
other acoustic or electronic effects.
Capability of an instrument may include:
application to a range of music-making activities and outcomes in selected area of specialisation
scope and potential for solo or group performance in selected area of specialisation
adaptability
size of instrument
history in performance and customs of established performance tradition.
Repertoire may include:
pieces appropriate to the selected instrument
improvisations on rhythmic, harmonic or melodic structures
songs and tunes
traditional patterns
own original work.
Accessories may include:
reeds
strings
plectrums
mouth pieces
sticks, mallets, brushes and beaters
stands
pedals
microphones
amplifiers
samplers
mixers
enhancers.
Tuning an instrument may involve:
adjusting:
pitch
tone colour
oral tract, including lip pressure and intensity of breath
position of the diaphragm and larynx
sound production
diameter or other instrumental dimensions, such as:
length of strings
tautness of skins
length of tubing or pipes
embouchure
settings of the instrument and relevant accessories
using:
appropriate tuning options
tuning keys or other tuning implements, such as tuning forks and electronic tuners
pitch pipes
electronic pitch or frequency controls
other musicians.
Music knowledge may include:
repertoire
instruments
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
range of triads, chords or rhythms
breathing exercises to achieve good breath control and tone colour
bowing techniques to increase fluency, variety and coordination
embouchure to achieve correct tone production and a well-centred sound
fingering patterns with appropriate phrasing, articulation and dynamics
hand and foot patterns
plucking and picking patterns and exercises
drumming exercises with hands, mallets and beaters
pedalling.

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 at least three pieces that demonstrate an ability to achieve the required sound on an instrument other than the primary one
use aural discrimination to monitor and adjust own performance to achieve the required sound
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 relevant instrument and equipment
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 playing an instrument other than the primary one
written or oral questioning on technical development strategies, planning and goals with respect to developing performance technique on a second instrument
video and/or audio recordings of performances or practice sessions where the candidate is playing an instrument other than the primary one
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 performance technique on a second instrument.
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.