Unit of competency Outline
Date retreived
22/07/2026 10:56 AM AWST
22/07/2026 10:56 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.
Develop ensemble skills for playing or singing music
Develop ensemble skills for playing or singing music
Unit of competency
National Code
CUSMPF203A
CUSMPF203A
State Code
D2923
D2923
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
45
Description
This unit describes the performance outcomes, skills and knowledge required to extend elementary skill development in singing or playing a musical instrument and to perform simple repertoire as part of an ensemble.
Notes
Elements and Performance Criteria
1. Develop an understanding of ensemble playing
- 1.1 In a learning environment, develop an understanding of the different types of ensembles and instrument combinations
- 1.2 With appropriate personnel, discuss issues and challenges that arise in the context of playing in an ensemble
- 1.3 Confirm own role in ensemble
2. Use group practice time to develop performance skills
- 2.1 Guided by a teacher or mentor, select repertoire suited to the performance skills of ensemble members
- 2.2 Practise performing pieces together as a group
- 2.3 In collaboration with other members of the group identify areas that need to be improved and incorporate into practice sessions as required
3. Perform short, simple pieces as part of an ensemble
- 3.1 Perform warm-up routines as required
- 3.2 Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively
- 3.3 Synchronise own playing or singing with that of other performers
- 3.4 Maintain accuracy in own musical entries and exits throughout the performance
- 3.5 Apply listening skills and adjust own playing or singing as necessary to achieve required sound
- 3.6 Comply with OHS principles in practice sessions and performances
- 3.7 After performances, collaboratively and constructively assess how well the group played together and agree on ways to improve performances
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.
Types of ensembles may include:
jazz:
duo
trio
quartet
larger
rock and pop line-ups:
lead vocals, bass guitar, drums and percussion
lead vocals, bass guitar, lead guitar, keyboards, backing vocals, drums and percussion
lead vocals, lead guitar, rhythm guitar, backing vocals, bass guitar, DJ, synthesiser, drums and percussion
classical chamber music:
duet
trio
quartet
quintet
sextet
septet
octet
nonet.
Instruments may be:
acoustic or electronic
voice
stringed
keyboards
wind
percussion
brass
plucked.
Appropriate personnel may include:
musical director
performer
mentor
teacher
coach
tutor.
Issues and challenges may include:
interaction with other ensemble members:
showing respect for the skills of others
synchronising playing
offering constructive feedback on group performance
responding positively to constructive feedback on own performance
contributing to a cohesive performance
listening critically to own and others' performance
adjusting own playing to achieve the required sound.
Listening may include:
tuning instrument
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.
OHS principles may include:
industry practice and legislation
posture
appropriate hearing and volume levels for self and others
electrical hazards
length of performance and practice sessions
preventative practice against overuse injury.
Types of ensembles may include:
jazz:
duo
trio
quartet
larger
rock and pop line-ups:
lead vocals, bass guitar, drums and percussion
lead vocals, bass guitar, lead guitar, keyboards, backing vocals, drums and percussion
lead vocals, lead guitar, rhythm guitar, backing vocals, bass guitar, DJ, synthesiser, drums and percussion
classical chamber music:
duet
trio
quartet
quintet
sextet
septet
octet
nonet.
Instruments may be:
acoustic or electronic
voice
stringed
keyboards
wind
percussion
brass
plucked.
Appropriate personnel may include:
musical director
performer
mentor
teacher
coach
tutor.
Issues and challenges may include:
interaction with other ensemble members:
showing respect for the skills of others
synchronising playing
offering constructive feedback on group performance
responding positively to constructive feedback on own performance
contributing to a cohesive performance
listening critically to own and others' performance
adjusting own playing to achieve the required sound.
Listening may include:
tuning instrument
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.
OHS principles may include:
industry practice and legislation
posture
appropriate hearing and volume levels for self and others
electrical hazards
length of performance and practice sessions
preventative practice against overuse injury.
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 two occasions
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
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 an ensemble
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 discussing issues and challenges that arise in the context of performing in an ensemble.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMLT201A Develop and apply musical ideas and listening skills
CUSMPF201A Play or sing simple musical pieces
CUSMPF202A Incorporate music technology into performance
CUSMPF204A Play music from simple written notation.
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 two occasions
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
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 an ensemble
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 discussing issues and challenges that arise in the context of performing in an ensemble.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMLT201A Develop and apply musical ideas and listening skills
CUSMPF201A Play or sing simple musical pieces
CUSMPF202A Incorporate music technology into performance
CUSMPF204A Play music from simple written notation.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI21 | CUAMPF203 | Develop ensemble skills for playing or singing music | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D354 | CUS30109 | Certificate III in Music | Qualification |
| D353 | CUS20109 | Certificate II in Music | Qualification |