Unit of competency Outline
Date retreived
22/07/2026 3:47 AM AWST
22/07/2026 3:47 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.
Develop repertoire as part of a backup group
Develop repertoire as part of a backup group
Unit of competency
National Code
CUSMPF403A
CUSMPF403A
State Code
D2932
D2932
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
60
Description
This unit describes the performance outcomes, skills and knowledge required to select and rehearse repertoire as part of a backup group.
Notes
Elements and Performance Criteria
1. Clarify backup requirements
- 1.1 Confirm overall performance requirements in consultation with appropriate personnel
- 1.2 As required, become familiar with work of solo artist for whom backup is being provided
- 1.3 Confirm number and type of performers required in the backup group
- 1.4 Participate in organising members of backup group as required
- 1.5 Confirm nature and extent of own contribution to the backup group
- 1.6 Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated
2. Select repertoire
- 2.1 Collaborate with appropriate personnel to select a range of items suited to the purpose of the performance and solo artist's style
- 2.2 Discuss pros and cons of items and agree on a program that provides balance and variety in line with performance requirements
- 2.3 Obtain final sign-off on program as required
3. Rehearse repertoire
- 3.1 Use personal practice time to develop own instrumental or vocal technique to the standard required by the repertoire
- 3.2 Attend rehearsals punctually with required materials to hand
- 3.3 Perform repertoire pieces together as a group with solo artist as required
- 3.4 Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of rehearsals and quality of performance
- 3.5 Discuss and resolve technical or stagecraft issues in a positive and appropriate manner
- 3.6 Incorporate relevant advice about own performance as required to advance quality in performance
- 3.7 In collaboration with other members of the group identify areas that need to be improved and incorporate into personal practice sessions and rehearsals as required
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.
Requirements may include:
time
venue
length of performance
content
ensemble size
improvisation
stagecraft aspects, including:
movement and actions
dress
make-up and hair styling
special effects
audience interaction
resources, including:
instruments
instrumental accessories
sound equipment
microphones
sheet music
music scores
music stands.
Appropriate personnel may include:
solo artist
musical director
producer
performer
technical crew
mentor
teacher
coach
tutor
conductor
agent.
Performers may include:
instrumentalists
vocalists
electronic music performers.
Purpose of the performance may be for:
general public
entertainment
concert
dance
corporate purposes
cultural purposes
marketing and promotion
a specific age group
educational purposes
schools or other institutions
special communities
special occasions
public and/or religious ceremonies
auditions
audio or video recordings.
Pros and cons of items may include:
technical facility required to perform items
ability of group members to perform pieces
length of item
potential for showcasing solo artist
potential for providing a varied program
potential for audience participation.
Requirements may include:
time
venue
length of performance
content
ensemble size
improvisation
stagecraft aspects, including:
movement and actions
dress
make-up and hair styling
special effects
audience interaction
resources, including:
instruments
instrumental accessories
sound equipment
microphones
sheet music
music scores
music stands.
Appropriate personnel may include:
solo artist
musical director
producer
performer
technical crew
mentor
teacher
coach
tutor
conductor
agent.
Performers may include:
instrumentalists
vocalists
electronic music performers.
Purpose of the performance may be for:
general public
entertainment
concert
dance
corporate purposes
cultural purposes
marketing and promotion
a specific age group
educational purposes
schools or other institutions
special communities
special occasions
public and/or religious ceremonies
auditions
audio or video recordings.
Pros and cons of items may include:
technical facility required to perform items
ability of group members to perform pieces
length of item
potential for showcasing solo artist
potential for providing a varied program
potential for audience participation.
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:
contribute to the selection of repertoire for at least three performances where the candidate is a member of a backup group
work cooperatively with members of a backup group to prepare for performances
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 rehearsals where the candidate is a member of a backup group
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
samples of work plans for rehearsals
case studies as a basis for discussion of issues and challenges that arise in the context of developing repertoire as part of a backup group.
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
CUSMPF401A Rehearse music for group performances
CUSMPF402ADevelop and maintain stagecraft skills
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:
contribute to the selection of repertoire for at least three performances where the candidate is a member of a backup group
work cooperatively with members of a backup group to prepare for performances
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 rehearsals where the candidate is a member of a backup group
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
samples of work plans for rehearsals
case studies as a basis for discussion of issues and challenges that arise in the context of developing repertoire as part of a backup group.
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
CUSMPF401A Rehearse music for group performances
CUSMPF402ADevelop and maintain stagecraft skills
CUSMPF404A Perform music as part of a group.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI13 | CUAMPF403 | Develop repertoire as part of a backup group | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D357 | CUS40109 | Certificate IV in Music | Qualification |
| D360 | CUS50109 | Diploma of Music | Qualification |