Elements and Performance Criteria

Performances may be for:
general public
entertainment
concert
dance
corporate purposes
cultural purposes
marketing and promotion
youth
educational purposes
schools or other institutions
special communities
special occasions
public and/or religious ceremonies
auditions
audio or video recordings
other specified purposes

Strategies for developing performance and programming skills may include:
undertaking courses in performance and/or general musicianship in selected area of specialisation and/or in education or artistic direction
participating generally in professional development and other learning opportunities to develop musicianship in selected area of specialisation
participating in relevant groups or associations appropriate to area of music specialisation
attending performances
listening critically to a wide range of live and recorded music and music programs to develop and maintain repertoire knowledge
being involved in a range of music making activities
contributing to/participating in, festivals and conferences
studying performance and repertoire in a range of styles in selected area of specialisation

Listening may include:
distinguishing stylistic features in selected area of specialisation
instrumental and vocal sound production and tuning in selected area of specialisation
aural imagination to develop repertoire and musical material in selected area of specialisation
recognising music systems and practices in selected area of specialisation
keys, scales and chords in tonal or other relevant music systems in selected area of specialisation

Music knowledge may include:
music analyses and research in selected area of specialisation
music vocabulary relevant to area of specialisation
repertoire knowledge in selected area of specialisation
instrument knowledge relevant to 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 or aural recognition of chords for improvisation as required in selected area of specialisation
interpretation of directions for; instrumentation, voicing, expression, timbre, attack, pitch, tempi, dynamics
following solo and ensemble protocols in selected area of specialisation
following performance and rehearsal protocols in selected area of specialisation

Technical skills may include:
proficiency with instrument and musical elements in selected area of specialisation
ability to use a range of techniques to control and enhance performance in selected area of specialisation
understanding of musical elements and techniques appropriate to styles of music making in selected area of specialisation
technical requirements of relevant instruments for accurate and appropriate performance in selected area of specialisation
understanding of technical requirements for ensemble partners in rehearsal and performance in selected area of specialisation

Technology may include :
use and maintenance of instruments and instrumental accessories required in selected area of specialisation
use and maintenance of equipment relevant to selected area of specialisation
use of electronic hardware and software for performance where required in selected area of specialisation
music recording
special effects

Underpinning knowledge and skills
Assessment must include evidence of the following knowledge and skills:
Music craft and expression
using and extending appropriate repertoire knowledge
reproducing music appropriately in performance through practical repetition, jamming, memory, improvisation or sight-reading as required
demonstrating understanding of chosen genres and their musical forms and conventions
applying appropriate styles or interpretation relevant to area of performance
developing technical proficiency in performance as required
using practice to improve technical facility in performance
matching repertoire with target, potential, or existing, audience in selected area of specialisation
performing appropriately for the context of venues, available sound forces and perceived audience taste
Listening
listening critically to the performance of others to inform own work
listening critically to, and adjusting, own performance in private practice, rehearsal and performance to achieve the required sound
responding to other players and adjusting own performance in ensemble as required
Presentation and communication
using effective interpersonal skills
maintaining an appropriate standard of presentation
using all available opportunities to present own work in the most advantageous light
developing contacts with and knowledge of appropriate networks
using opportunities to effectively develop career goals
Planning and organisation
working within established budgets and timeframes to achieve planned outcomes
planning events and performance opportunities
demonstrating reliability in all agreed work commitments
using time management strategies to set priorities

Linkages to other units
This unit has strong linkages to, and may be assessed with, the following units:
CUSMGE02A Develop self as artist
CUSMPF09A Evaluate and extend performance technique
CUSMGE01A Maintain self or group in music
CUSBGE16A Maintain self or group in business

Critical aspects of evidence
The following evidence is critical to the judgement of competence in this unit:
understanding the needs of audiences
effective musical collaboration and communication in performance
thorough knowledge of repertoire in the area of specialisation and ability to research repertoire for performance

Method and context of assessment
Evidence of competence may be obtained through a variety of methods including:
process diary detailing development of programs planned and/or presented
oral questioning of program planning strategies for performances for a range of purposes
discussion of career goals, time management and strategies
relevant samples of artistic work with candidate's evaluation
samples of work plans
relevant portfolio kit, tapes, scores, CDs, videos, biographies detailing practitioner's work
simulation
case studies as a basis for discussion of issues, methods and strategies for planning and presenting music programs
Competency in this unit may need to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence. The assessee must nominate the area of specialisation to be assessed.
Assessment may occur off the job, on the job or in a combination of on and off the job and must include direct evidence of program planning and performance presentation skills. Additionally it is recommended that at least three of the above methods of assessment be used in assessing this unit.

Resource requirements

Assessment tools may include:

relevant scores, chord charts or other notated materials
relevant instruments and/or equipment where practical work is being assessed
appropriate acoustic space where practical performance is being assessed

Communicating ideas and information
(3)

Collecting analysing and organising information
(3)

Planning and organising activities
(3)

Working with others and in teams
(3)

Using mathematical ideas and techniques
(3)

Solving problems
(3)

Using technology
(3)