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.
Range of an instrument may involve:
tone colour
articulation
physical attributes and components
dynamics, and volume control and contrast
pitch and register
specific effects available using a range of attacks.
Instruments may refer to first or second instruments and may include:
acoustic or electronic instruments
voice
stringed
keyboards
wind
percussion
brass
plucked.
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.
Appropriate personnel may include:
musical director
performer
mentor
teacher
coach
tutor
conductor
sound engineer.
Strategies may include:
working effectively with an appropriate tutor
practising as a performer
participating in relevant groups or associations
participating in professional development and other learning opportunities
attending master classes
attending performances
listening critically to a wide range of live and recorded music.
Techniques may involve developing:
vocal and instrumental sound production
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.
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
vocal exercises to produce clear and even tone, agility and flexibility.

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:
use aural discrimination to monitor and adjust own performance to achieve the required sound
demonstrate fluent performance on the selected instrument/voice in selected area of specialisation
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 instruments 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
opportunities to demonstrate improvement in instrumental techniques.
Method of assessment
The following assessment methods are appropriate for this unit:
observation of practice or performance
written or oral questioning on technical development strategies, planning and goals
video and/or audio recordings of performances or practice sessions
self-evaluation sheets
samples of work plans for private practice sessions
simulation of a performance practice session
case studies and scenarios as a basis to discuss technical issues, and strategies to deal with them, in performance.
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
CUSMPF303A Contribute to backup accompaniment
CUSMPF305A Develop improvisation skills
CUSMPF401A Rehearse music for group performances
CUSMPF402A Develop and maintain stagecraft skills
CUSMPF404A Perform music as part of a group.