Unit of competency Outline
Date retreived
22/07/2026 10:28 AM AWST
22/07/2026 10:28 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 a program for performance
Prepare a program for performance
Unit of competency
National Code
CUSMPF501A
CUSMPF501A
State Code
D2940
D2940
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
01/04/2010
Field of Education
100101 - Music
Original Release Date
01/04/2010
Nominal Hours
63
Description
This unit describes the performance outcomes, skills and knowledge required to plan and prepare a program for performance. Extensive repertoire knowledge is required, as well as organisational skills to ensure that all arrangements are in place for performances and sufficient time is allocated to practice and rehearsals.
Notes
Elements and Performance Criteria
1. Plan performance program
- 1.1 Confirm performance requirements in consultation with appropriate personnel
- 1.2 Apply comprehensive repertoire knowledge to select items that provide a balanced program suited to the purpose of the performance
- 1.3 Select items that are appropriate to performers' level of artistic and technical ability and personal style
- 1.4 Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated
- 1.5 Discuss draft program with appropriate personnel, incorporate feedback as required and obtain final sign-off on program for performance
2. Prepare for performances
- 2.1 Confirm nature and extent of own contribution to the performance
- 2.2 Obtain required resources in line with allocated budget
- 2.3 Maintain contact with the venue to ensure mutual understanding of each other's requirements
- 2.4 Ensure that where required, promotional material communicates the desired impression, and is accurate, current and well-presented
- 2.5 Make all arrangements in good time and as efficiently as constraints allow
- 2.6 Isolate technically difficult sections of the music and practise systematically, both privately and in rehearsal, to obtain the required standard prior to performance
- 2.7 Acquire the required level of familiarity with material prior to performance
3. Develop interpretation
- 3.1 Analyse the music to understand its scope, possibilities and underlying intention
- 3.2 Explore a variety of possible interpretations and develop the one most suited to the music and performance context
- 3.3 Refine and develop interpretation in ensemble, where required, through affinity in rehearsal with other performers
- 3.4 Listen critically to own and others' performance and adjust playing to achieve the required sound
- 3.5 Develop interpretation that is capable of expression within the constraints of own technical ability
- 3.6 Demonstrate awareness of the performing space and the audience in interpreting and performing the music
- 3.7 Practise techniques for sustaining expressive communication with an audience
- 3.8 Seek feedback on own performance from appropriate personnel and adjust practice sessions accordingly
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.
Requirements may include:
time
venue
length of performance
content:
repertoire
contrasts within the program material
particular stylistic requirements
performance breaks
duration requirements for each piece presented
number of pieces to be prepared
ensemble size
resources:
instruments
instrumental accessories
sound equipment
microphones
sheet music
music scores
music stands
accompaniment
movement and dress standards.
Appropriate personnel may include:
musical director
producer
performer
mentor
teacher
coach
tutor
conductor
agent.
Purpose of the performance may be for:
general public
entertainment
concert
dance
corporate purposes
cultural purposes
marketing and promotion
a specific age group
educational purposes
schools or other institutions
special communities
special occasions
public and/or religious ceremonies
auditions
audio or video recordings.
Listening may include:
responding creatively and sensitively to other performers in ensemble performance
tuning instrument
pattern and sequence recognition and memory
reproducing sequences from memory
distinguishing stylistic features
instrumental and vocal sound production
aural imagination to develop repertoire and musical material
recognising music systems and practices.
Requirements may include:
time
venue
length of performance
content:
repertoire
contrasts within the program material
particular stylistic requirements
performance breaks
duration requirements for each piece presented
number of pieces to be prepared
ensemble size
resources:
instruments
instrumental accessories
sound equipment
microphones
sheet music
music scores
music stands
accompaniment
movement and dress standards.
Appropriate personnel may include:
musical director
producer
performer
mentor
teacher
coach
tutor
conductor
agent.
Purpose of the performance may be for:
general public
entertainment
concert
dance
corporate purposes
cultural purposes
marketing and promotion
a specific age group
educational purposes
schools or other institutions
special communities
special occasions
public and/or religious ceremonies
auditions
audio or video recordings.
Listening may include:
responding creatively and sensitively to other performers in ensemble performance
tuning instrument
pattern and sequence recognition and memory
reproducing sequences from memory
distinguishing stylistic features
instrumental and vocal sound production
aural imagination to develop repertoire and musical material
recognising music systems and practices.
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:
prepare a program for performance in response to specific requirements
achieve the required level of performance skills prior to performance
collaborate effectively with others involved in the performance.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
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:
discussion of planning a program for performance
evaluation of draft and final programs prepared by the candidate
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 planning and preparing a program for performance.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF401A Rehearse music for group performances
CUSMPF502A Incorporate interactive technology into performance
CUSMPF506A Develop technical skills and expand repertoire
CUSMPF507A Present live audition programs.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
prepare a program for performance in response to specific requirements
achieve the required level of performance skills prior to performance
collaborate effectively with others involved in the performance.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
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:
discussion of planning a program for performance
evaluation of draft and final programs prepared by the candidate
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 planning and preparing a program for performance.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF401A Rehearse music for group performances
CUSMPF502A Incorporate interactive technology into performance
CUSMPF506A Develop technical skills and expand repertoire
CUSMPF507A Present live audition programs.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C3996 | CUSMPF13A | Plan and prepare a program for performance | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI03 | CUAMPF501 | Prepare a program for performance | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D360 | CUS50109 | Diploma of Music | Qualification |