Unit of competency Outline
Date retreived
22/07/2026 9:58 PM AWST
22/07/2026 9:58 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.
Perform music as part of a group
Perform music as part of a group
Unit of competency
National Code
CUSMPF404A
CUSMPF404A
State Code
D2933
D2933
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
16/05/2014
Field of Education
100101 - Music
Original Release Date
16/05/2014
Nominal Hours
63
Description
This unit describes the performance outcomes, skills and knowledge required to perform music for an audience as part of a group. Performing in a group is a highly collaborative undertaking, so group members need well-developed interpersonal communication skills in addition to their technical and musicianship skills. They must support each other during performances and be willing to work together on improving the overall performance of the group.
Notes
Elements and Performance Criteria
1. Perform warm-up routine
- 1.1 Check instrument and other materials required for the performance to ensure their reliability in performance
- 1.2 Tune instrument to ensure required pitch throughout the performance and minimal interruption for further tuning
- 1.3 Warm up for the performance to ensure that sound production is secure before beginning the performance
- 1.4 Use relaxation techniques to overcome performance anxiety as required
2. Perform work
- 2.1 Maintain concentration and focus throughout the performance
- 2.2 Meet the technical and interpretive requirements of the music and the staging requirements of the performance
- 2.3 Apply music knowledge to enhance performance outcomes
- 2.4 Monitor instrument tuning and adjust appropriately during the course of the performance with minimal interruption to the flow of the work
- 2.5 Use a performing style that is appropriate to the context of the music and the performance
- 2.6 Respond flexibly and effectively to contingencies to maintain the integrity of the performance
- 2.7 Interact considerately and constructively with stage management and other artistic, venue, studio and organisational staff as required
3. Perform in a group
- 3.1 Respond promptly and effectively to musical, stage or studio direction
- 3.2 Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance
- 3.3 Demonstrate balance in dynamics and style with other players
- 3.4 Respond effectively and with empathy to other performers and to the music-making process throughout the performance
- 3.5 Perform music entries and exits consistent with the style of music and as agreed with other players
4. Interact with other performers
- 4.1 Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively
- 4.2 Synchronise own playing with that of other performers
- 4.3 Demonstrate respect for other performers' work using positive and constructive communication in verbal and body language
- 4.4 Contribute constructively to the dynamics of the group to ensure best performance outcome
- 4.5 Listen critically to own and others' performance and adjust playing as necessary to achieve the required sound
5. Evaluate performance
- 5.1 With other members of the group, measure the performance against previous work to assess technical and artistic development
- 5.2 Discuss weaknesses and errors in the performance and collaboratively identify remedies for improvement in the ensemble
- 5.3 Evaluate repertoire choice and programming to determine suitability for the group's technical standard and style as well as the overall musical balance in the program
- 5.4 Collaboratively and constructively assess the role of individual performers for ensemble balance and for future performance possibilities
- 5.5 Constructively evaluate the group's stage presentation, posture, dress and movement individually and collectively and determine possible improvements
- 5.6 Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met more effectively
- 5.7 Collaboratively and constructively plan strategies for refining group performance and technical skills based on outcome of evaluations
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.
Relaxation techniques may include:
mind to muscle:
meditation
imagery/conscious visualisation
affirmations
stretching
deep breathing
light aerobic exercises.
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.
Listening may include:
tuning instrument
using aural imagination to develop interpretation
pattern and sequence recognition and memory
recognising music systems and practices
chords and keys in tonal or other musical systems
reproducing sequences from memory
adapting own performance to the overall performance of the group
listening critically to own performance
responding to other players in performance.
Strategies for developing skills may include:
seeking and using opportunities to perform in ensembles or groups
participating in groups or associations
participating in professional development and other learning opportunities
attending master classes
attending performances
contributing to and participating in festivals, conferences or other group performance activities
being involved in a range of music-making activities
studying performance techniques in a range of styles.
Technical skills may include:
applying understanding of instruments and specifications
musical elements in selected area of specialisation
range of techniques to control and enhance group performance skills
technical requirements for ensemble partners in rehearsals and performances.
Relaxation techniques may include:
mind to muscle:
meditation
imagery/conscious visualisation
affirmations
stretching
deep breathing
light aerobic exercises.
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.
Listening may include:
tuning instrument
using aural imagination to develop interpretation
pattern and sequence recognition and memory
recognising music systems and practices
chords and keys in tonal or other musical systems
reproducing sequences from memory
adapting own performance to the overall performance of the group
listening critically to own performance
responding to other players in performance.
Strategies for developing skills may include:
seeking and using opportunities to perform in ensembles or groups
participating in groups or associations
participating in professional development and other learning opportunities
attending master classes
attending performances
contributing to and participating in festivals, conferences or other group performance activities
being involved in a range of music-making activities
studying performance techniques in a range of styles.
Technical skills may include:
applying understanding of instruments and specifications
musical elements in selected area of specialisation
range of techniques to control and enhance group performance skills
technical requirements for ensemble partners in rehearsals and performances.
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 group before an audience on at least three occasions
listen effectively to adjust intonation and nuance in performance
apply interpretation and expression skills
collaborate effectively with other members of the group during performances
participate constructively in evaluations of group performances.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
opportunities for musical collaboration in performances 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 performances in which the candidate is a member of a performing group
written or oral questioning on performance strategies
discussion of planning for group performances
authenticated details of relevant courses or training sessions
authenticated details of relevant artistic and/or commercial achievements
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 in group performances.
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
CUSMPF405A Develop instrumental techniques.
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 group before an audience on at least three occasions
listen effectively to adjust intonation and nuance in performance
apply interpretation and expression skills
collaborate effectively with other members of the group during performances
participate constructively in evaluations of group performances.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
opportunities for musical collaboration in performances 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 performances in which the candidate is a member of a performing group
written or oral questioning on performance strategies
discussion of planning for group performances
authenticated details of relevant courses or training sessions
authenticated details of relevant artistic and/or commercial achievements
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 in group performances.
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
CUSMPF405A Develop instrumental techniques.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C3993 | CUSMPF11A | Perform music as part of a group | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI11 | CUAMPF404 | Perform music as part of a group | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| J698 | CUA40213 | Certificate IV in Community Culture | Qualification |
| D354 | CUS30109 | Certificate III in Music | Qualification |
| D357 | CUS40109 | Certificate IV in Music | Qualification |
| D360 | CUS50109 | Diploma of Music | Qualification |