Unit of competency Outline
Date retreived
21/07/2026 11:31 PM AWST
21/07/2026 11:31 PM 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.
Contribute to backup accompaniment
Contribute to backup accompaniment
Unit of competency
National Code
CUSMPF303A
CUSMPF303A
State Code
D2927
D2927
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
16/07/2010
Field of Education
100101 - Music
Original Release Date
16/07/2010
Nominal Hours
34
Description
This unit describes the performance outcomes, skills and knowledge required to perform for an audience as part of a backup group. In this performance context well-developed interpersonal communication skills are essential to ensure effective collaboration.
Notes
Elements and Performance Criteria
1. Prepare to perform backup accompaniment
- 1.1 Confirm expected performance outcomes with relevant personnel
- 1.2 Confirm own contribution, ensuring that the part is within own technical and artistic level of performance
- 1.3 Use personal practice time before combined rehearsal period begins to achieve the required performance standard
- 1.4 Take direction from and give support to performers during rehearsals
- 1.5 Seek feedback on own performance from relevant personnel and adjust performance techniques
2. Perform backup accompaniment
- 2.1 Perform own part in line with agreed performance outcomes
- 2.2 Ensure that own contribution enhances the performance and complements the inherent qualities of performers
- 2.3 Maintain energy levels, concentration and focus throughout the performance
- 2.4 Listen critically to own and others' performance and adjust playing to achieve the required sound
- 2.5 Ensure that own conduct and appearance are appropriate to the performance context
- 2.6 Adjust volume of playing consistently to the needs of performers and context of performance
- 2.7 Take and give cues reliably, promptly, accurately and sensitively
- 2.8 Contribute to maintaining a consistent balance between performers and backing
3. Evaluate performance
- 3.1 Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way
- 3.2 Evaluate own performance as a backup accompanist and note areas for future improvement
- 3.3 Seek feedback on own performance from relevant personnel and incorporate suggestions into overall strategies for improving own backup accompaniment skills
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.
Relevant personnel may include:
director
producer
performer
mentor
teacher
coach
tutor
conductor
sound engineer.
Directions may be for:
instrumentation
voicing
expression
timbre
attack
pitch
tempi
dynamics.
Listening may include:
responding creatively and sensitively to other performers in ensemble performance
tuning instrument
pattern and sequence recognition and memory
recognising music systems and practices
reproducing sequences from memory.
Strategies may include:
working with an appropriate tutor
using opportunities to perform as a backup artist
listening critically to a wide range of live and recorded music, focusing on backup
participating in relevant groups or associations
participating in professional development and other learning opportunities to broaden performance knowledge and experience
attending master classes
attending performances
contributing to and participating in festivals and conferences
being involved in a range of music-making activities
practising performance techniques in a range of styles.
Relevant personnel may include:
director
producer
performer
mentor
teacher
coach
tutor
conductor
sound engineer.
Directions may be for:
instrumentation
voicing
expression
timbre
attack
pitch
tempi
dynamics.
Listening may include:
responding creatively and sensitively to other performers in ensemble performance
tuning instrument
pattern and sequence recognition and memory
recognising music systems and practices
reproducing sequences from memory.
Strategies may include:
working with an appropriate tutor
using opportunities to perform as a backup artist
listening critically to a wide range of live and recorded music, focusing on backup
participating in relevant groups or associations
participating in professional development and other learning opportunities to broaden performance knowledge and experience
attending master classes
attending performances
contributing to and participating in festivals and conferences
being involved in a range of music-making activities
practising performance techniques in a range of styles.
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 as a member of a backup accompaniment group before an audience on at least three occasions
listen effectively to adjust intonation and nuance in performance
apply interpretation and expression skills
communicate effectively with others involved in performances.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
opportunities to perform backup accompaniment before an audience
appropriate venue with adequate space and acoustic qualities for solo performances
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 recordings of the candidate performing backup accompaniments
written or oral questioning on performance strategies as a member of a backup group
discussion of planning for performances
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in contributing to backup accompaniment.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF203A Develop ensemble skills for playing or singing music
CUSMPF204A Play music from simple written notation
CUSMPF301A Develop technical skills in performance
CUSMPF302A Prepare for performances.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
perform proficiently as a member of a backup accompaniment group before an audience on at least three occasions
listen effectively to adjust intonation and nuance in performance
apply interpretation and expression skills
communicate effectively with others involved in performances.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
opportunities to perform backup accompaniment before an audience
appropriate venue with adequate space and acoustic qualities for solo performances
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 recordings of the candidate performing backup accompaniments
written or oral questioning on performance strategies as a member of a backup group
discussion of planning for performances
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
case studies and scenarios as a basis for discussion of methods, strategies and other issues involved in contributing to backup accompaniment.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF203A Develop ensemble skills for playing or singing music
CUSMPF204A Play music from simple written notation
CUSMPF301A Develop technical skills in performance
CUSMPF302A Prepare for performances.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C3990 | CUSMPF08A | Contribute to backup accompaniment for a performance | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI16 | CUAMPF303 | Contribute to backup accompaniment | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J694 | CUA30213 | Certificate III in Community Dance, Theatre and Events | Qualification |
| D354 | CUS30109 | Certificate III in Music | Qualification |
| D357 | CUS40109 | Certificate IV in Music | Qualification |