Unit of competency Outline
Date retreived
22/07/2026 11:22 AM AWST
22/07/2026 11:22 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.
Prepare for performances
Prepare for performances
Unit of competency
National Code
CUSMPF302A
CUSMPF302A
State Code
D2926
D2926
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
31/03/2010
Field of Education
100101 - Music
Original Release Date
31/03/2010
Nominal Hours
35
Description
This unit describes the performance outcomes, skills and knowledge required to use practice time to prepare for performances.
Notes
Elements and Performance Criteria
1. Clarify performance requirements
- 1.1 Discuss performance requirements with appropriate personnel
- 1.2 Confirm own role and level of responsibility in relation to performances
- 1.3 Obtain required resources in a timely fashion and in line with level of responsibility
2. Practise instrument and/or act
- 2.1 Maintain personal practice to achieve the required standard for rehearsals and performance
- 2.2 Develop technical facility and address performance issues and weaknesses during private practice sessions
- 2.3 In consultation with appropriate personnel, develop interpretation of music to be performed
- 2.4 Participate in rehearsals as required and adjust performance techniques in response to feedback from others
- 2.5 Listen critically to own performance and the performance of others to inform own work
- 2.6 Respond to other players and adjust own performance in ensemble as required
3. Observe OHS principles in private practice
- 3.1 Establish practice routines to ensure correct posture and movement to minimise strain on the body
- 3.2 Ensure that practice sessions are of a suitable length to avoid fatigue and mental or physical stress
- 3.3 Perform warm-up exercises as part of practice routines
- 3.4 Apply principles of OHS in physical stance and posture during practice sessions and performance
- 3.5 Plan and take reasonable breaks for refreshment and relaxation
4. Use body effectively and safely
- 4.1 Assess and monitor body to realise its own potential and limitations and to maximise performance
- 4.2 Avoid danger of injury both to self and others through controlled use of body to maximise performance
- 4.3 Note possible stresses and strains of activity on specific parts of the body and take suitable preventative measures to minimise them
- 4.4 Where damage is done or suspected, seek advice promptly from appropriate sources and take recommended remedial action
5. Implement strategies to overcome the effects of performance anxiety
- 5.1 In consultation with appropriate personnel, identify the symptoms and likely causes of performance anxiety
- 5.2 Identify and implement a range of strategies to overcome performance anxiety to suit own needs and circumstances
- 5.3 Evaluate the effectiveness of strategies used to overcome performance anxiety and modify those strategies 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.
Performance requirements may include:
time
venue
length of performance
rehearsals
private practice time
content
ensemble pieces
solos
dress standards.
Appropriate personnel may include:
client
musical director
producer
performer
mentor
teacher
coach
tutor
conductor
agent
medical personnel
psychologist.
Resources may include:
instruments
instrumental accessories:
reeds
strings
plectrums
mouth pieces
sticks, mallets, brushes and beaters
stands
pedals
microphones
amplifiers
samplers
mixers
enhancers
sheet music
music scores
music stands.
Strategies to overcome performance anxiety may include:
focussing on a single element or action at a time
relaxation techniques, such as:
meditation
imagery/conscious visualisation
affirmations
stretching
deep breathing
light aerobic exercises
focussing on patterns rather than individual notes
warm-up routines.
Performance requirements may include:
time
venue
length of performance
rehearsals
private practice time
content
ensemble pieces
solos
dress standards.
Appropriate personnel may include:
client
musical director
producer
performer
mentor
teacher
coach
tutor
conductor
agent
medical personnel
psychologist.
Resources may include:
instruments
instrumental accessories:
reeds
strings
plectrums
mouth pieces
sticks, mallets, brushes and beaters
stands
pedals
microphones
amplifiers
samplers
mixers
enhancers
sheet music
music scores
music stands.
Strategies to overcome performance anxiety may include:
focussing on a single element or action at a time
relaxation techniques, such as:
meditation
imagery/conscious visualisation
affirmations
stretching
deep breathing
light aerobic exercises
focussing on patterns rather than individual notes
warm-up routines.
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 personal practice time to reach the standard required for performances
respond positively to constructive feedback on own performance
take account of personal health and safety considerations during practice sessions
communicate effectively with others involved in practice sessions or rehearsals.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
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:
direct observation of candidate in practice sessions or rehearsals
testimonial from individual tutors
video or audio recordings of candidate in practice sessions or rehearsals
written or oral questioning to assess knowledge as listed in the required knowledge section of this unit
case studies and scenarios as a basis for discussion of issues associated with preparing for performances, including personal health and safety considerations.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF301A Develop technical skills in performance
CUSMPF303A Contribute to backup accompaniment
CUSMPF304A Make a music demo
CUSMPF401A Rehearse music for group performances
CUSMPF404A Perform music as part of a group
CUSMPF406A Perform music as a soloist.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
use personal practice time to reach the standard required for performances
respond positively to constructive feedback on own performance
take account of personal health and safety considerations during practice sessions
communicate effectively with others involved in practice sessions or rehearsals.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
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:
direct observation of candidate in practice sessions or rehearsals
testimonial from individual tutors
video or audio recordings of candidate in practice sessions or rehearsals
written or oral questioning to assess knowledge as listed in the required knowledge section of this unit
case studies and scenarios as a basis for discussion of issues associated with preparing for performances, including personal health and safety considerations.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF301A Develop technical skills in performance
CUSMPF303A Contribute to backup accompaniment
CUSMPF304A Make a music demo
CUSMPF401A Rehearse music for group performances
CUSMPF404A Perform music as part of a group
CUSMPF406A Perform music as a soloist.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI18 | CUAMPF302 | Prepare for performances | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| AYY1 | CHC41015 | Certificate IV in Celebrancy | Qualification |
| D354 | CUS30109 | Certificate III in Music | Qualification |
| D357 | CUS40109 | Certificate IV in Music | Qualification |