Modification History
Release |
Comments |
Release 2 |
Created to fix formatting errors only. Released with CUS09 Music Training Package version 1.2 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to perform for audiences as an accompanist. High-level technical skills are required to ensure that the accompaniment matches and complements the performance of solo performers or groups, such as choirs. The ability to collaborate with and support performers during performances is essential.
Application of the Unit
Solo accompanists apply the skills and knowledge outlined in this unit. Piano is the primary instrument for accompaniment, but other instruments can be used depending on the nature of a performance.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable
Employability Skills Information
Not applicable
Elements and Performance Criteria Pre-Content
Elements describe the essential outcomes of a unit of competency. |
Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Prepare to perform accompaniment |
1.1 Discuss and confirm artistic vision and expected performance outcomes with appropriate personnel 1.2 Confirm own status and contribution within the overall concept, ensuring that own artistic and professional integrity are maintained 1.3 Ensure that accompaniment is within own technical and artistic level of ability 1.4 Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins 1.5 Take direction from and maintain support for the principal artists in rehearsals 1.6 Develop and use strategies to overcome the effects of performance anxiety |
2. Provide accompaniment for performers |
2.1 Ensure that musical content is appropriate to the instrument, context and standard of performers 2.2 In collaboration with appropriate personnel, apply music knowledge to adapt music for the content and context of the performance 2.3 Ensure that accompaniment underpins and enhances the performance 2.4 Emphasise elements of the music appropriately for the performance 2.5 Maintain energy levels, concentration and focus throughout the performance 2.6 Ensure that practice and performance sessions allow for reasonable rest breaks appropriate to the performance context 2.7 Ensure that rehearsal and performance conditions are safe and ergonomically adequate for correct posture |
3. Provide stimulus and support for performers |
3.1 Continuously monitor and adjust to the needs of the performers' own performance 3.2 Ensure that accompaniment complements the inherent qualities of performers and follows the overall performance 3.3 Respond in a sensitive and informed way to the technical demands of the performance 3.4 Ensure that accompaniment gives clear and accurate guidance to performers as required and is capable of being reproduced exactly 3.5 Listen and adjust volume of playing to the needs of performers and context of activity throughout the performance 3.6 Maintain balance consistently between performers and accompaniment |
4. Interact with performers |
4.1 Respond sensitively to performers' emotional state 4.2 Respond sensitively to performers' artistic requirements to ensure planned performance outcomes are achieved 4.3 Adapt accompaniment to particular methods and styles of performers as required to achieve agreed performance outcomes 4.4 Ensure that conduct and appearance are appropriate to the performance context 4.5 Take and give cues reliably, promptly, accurately and sensitively |
5. Evaluate performance |
5.1 Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way 5.2 Evaluate own performance as accompanist and note areas for future improvement 5.3 Seek feedback on own performance from appropriate personnel and incorporate suggestions into overall strategies for improving own accompaniment skills |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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Evidence Guide
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. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure:
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Method of assessment |
The following assessment methods are appropriate for this unit:
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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Range Statement
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. |
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Appropriate personnel may include: |
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Strategies to overcome the effects of performance anxiety may include: |
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Music knowledge may include: |
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Technical demands may involve: |
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Listening may include: |
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Strategies for improving own accompaniment skills may include: |
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Unit Sector(s)
Performing arts - music performance