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 present music performances in all musical genres. The unit also describes the well-developed stagecraft skills and high-level technical and musicianship skills required to engage audiences, which will involve a wide range of repertoire in the area of specialisation.
Application of the Unit
Instrumentalists and vocalists in all musical genres apply the skills and knowledge described in this unit. At this level, they are usually performing as soloists and need the confidence and self-assurance to perform live before an audience for short or long intervals.
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. Plan music performance program |
1.1 In consultation with appropriate personnel , clarify expectations with regard to the music performance 1.2 Assess own repertoire to identify appropriate components that may contribute to the music performance program and research new repertoire possibilities 1.3 Sequence components of the music performance program to maximise audience engagement and to meet own physical requirements in presenting the performance 1.4 Assess each component of the music performance program against own strengths and weaknesses in performance, taking advice from others as required 1.5 Assess and obtain resources that may be required to present the piece 1.6 Finalise the music performance program in consultation with appropriate personnel as required |
2. Prepare for the music performance |
2.1 Engage in coaching, private practice and/or rehearsal sessions to ensure that the required performance standard is achieved 2.2 Where accompanists or other artists are involved in the performance, ensure that close rapport and musical empathy are developed through rehearsals in time to achieve the required performance standard 2.3 Seek and incorporate advice during performance preparation to ensure the best possible performance |
3. Develop interpretation |
3.1 Analyse the repertoire to interpret its scope, possibilities and underlying intention 3.2 Exploit a variety of interpretations in preparing the performance to develop musical expression and to identify the most appropriate interpretations within the constraints of own technical ability 3.3 Demonstrate awareness of the performing space and the intended audience in preparing the musical interpretation |
4. Warm up for the music performance |
4.1 Secure an appropriate warm-up space to tune instruments and check all other resources 4.2 Warm up physically to ensure that sound production is secure from the beginning of the performance 4.3 Centre thoughts to focus positively on the performance and relax effectively using techniques for overcoming performance anxiety |
5. Perform before an audience |
5.1 Maintain communication with the audience, other artists and stage personnel using appropriate eye contact and other body language as required to ensure a cohesive performance 5.2 Adjust own performance as required to ensure that instrumental/vocal tuning, sound production and technical performance standard are maintained throughout the performance 5.3 Sustain interpretation and expressive communication with the audience coherently and consistently, and maintain energy and focus throughout the performance 5.4 Recover errors in performance with minimum disruption to performance and audience experience 5.5 Respond to the audience as required by the custom or tradition of the performance context in entering and leaving the stage, accepting applause, acknowledging other artists or relevant personnel and providing encores 5.6 Present the performance with due regard to OHS considerations |
6. Evaluate the music performance |
6.1 Use objective measures to evaluate the success of the music performance 6.2 Measure own performance against previous work to assess technical and artistic development 6.3 Identify and note weaknesses and errors in the performance for analysis and remediation 6.4 Assess feedback and use for possible adjustment in future work |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit. |
Required skills |
|
Required knowledge |
|
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. |
|
Overview of assessment |
|
Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
|
Context of and specific resources for assessment |
Assessment must ensure:
|
Method of assessment |
The following assessment methods are appropriate for this unit:
|
Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
|
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. |
|
Appropriate personnel may include: |
|
Expectations may include: |
|
Repertoire may include: |
|
Resources may include: |
|
OHS considerations may include: |
|
Unit Sector(s)
Performing arts - music performance