Modification History
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CUAMPF301A |
This version first released with CUA11 Live Performance Training Package version 1.0 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to incorporate music into performances and to apply safe voice practices when preparing for and performing vocals.
Application of the Unit
Singers and performers apply the skills and knowledge outlined in this unit to develop their appreciation of rhythm and vocal expression of songs and the playing of percussion instruments. The various styles and genres of music may include traditional, cultural, jazz, rock or contemporary. Performances could be in commercial, community or open space settings and performers may be performing solo or as members of an ensemble.
At this level, work is normally supervised, though some autonomy and judgement can be expected in live performance situations.
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
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Element |
Performance Criteria |
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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
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1. Apply safe voice practices |
1.1. Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech 1.2. Apply correct physical posture and stance to enhance efficient breathing and voice production 1.3. Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing 1.4. Perform relaxation and warm-up routines suitable for the voice in performance 1.5. Follow procedures to minimise environmental impact on the environment 1.6. Follow OHS procedures |
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2. Practise technical control and vocal range |
2.1. Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation 2.2. Explore personal potential by practising intricate arrays of singing sound through technical speech and voice exercises 2.3. Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range 2.4. Enhance vocal technique, harmony, accuracy and strength through regular practice |
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3. Perform notes, chords and tetrachords of a major scale and its modes |
3.1. Determine the characteristics of a style or piece of music in terms of the way that musical elements are combined and manipulated or interpreted through voice and body movements 3.2. Develop a repertoire of basic music knowledge and appreciation to identify particular styles of composition and sounds 3.3. Read and interpret a set of notes in treble and bass clef and notes performed through singing 3.4. Identify a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music and reproduce through sound 3.5. Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals |
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4. Play rhythmic music on percussion instruments |
4.1. Apply understanding of the relationships between the physical body, voice, posture and playing musical instruments when producing sound and singing 4.2. Identify the physical characteristics and parts of conventional and non-conventional percussion instruments and how they produce sound 4.3. Determine the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance 4.4. Maintain and care for instruments and store according to manufacturer requirements 4.5. Prepare the physical environment , instruments and voice in preparation for practice and performance 4.6. Implement a plan to develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments |
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5. Sing in ensemble and solo |
5.1. Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble 5.2. Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments 5.3. Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs 5.4. Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound 5.5. Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance outcomes |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit.
Required skills
- communication skills to:
- discuss aspects of music and singing for performance with relevant personnel
- respond appropriately to feedback on own skill development and performance
- initiative and enterprise skills to:
- use imagery, visualisation or physical posture techniques to enhance the outcomes of the exercise program
- interpret sound and musical expression from pieces of music
- apply appropriate emotion and non-verbal communication in dramatic nuance to music and within the context of the music
- listening skills to:
- monitor and adjust intonation as required
- use appropriate sound and tone production for instrument or voice
- reproduce basic musical patterns
- literacy skills to:
- read and analyse various musical notations and texts or scripts for performance
- record performance observations and self-evaluations as required
- learning skills to:
- improve skills through practice
- demonstrate appropriate improvisational and impromptu responses during performances
- self-management skills to:
- arrive punctually at classes, rehearsals and performances
- dress appropriately
- follow procedures to minimise environmental impact of performance activities
- develop a realistic and effective vocal exercise program
- apply safe vocal practices
- plan own practice time
- technical and problem-solving skills to:
- use basic percussion instrumental techniques
- discriminate basic elements of pitch and rhythm
- use chords and scales, forms, textures or other elements of musical organisation
- teamwork skills to work collaboratively with others involved in classes and performances.
Required knowledge
- overview knowledge of:
- OHS standards as they apply to music and singing in performance in a range of environments
- relationship between body movement, music and voice
- various non-verbal communication or body language concepts
- history, characteristics and parts of a range of percussion instruments
- role of make-up and hairstyling in performance
- theatre conventions
- issues and challenges that arise in the context of preparing for performances
- well-developed knowledge of:
- principles of basic physiology and anatomy, including:
- skeletal and muscular systems
- cardiovascular and cardiorespiratory systems
- circulatory systems
- aural and visual systems
- voice registration, resonance, diction and articulation training techniques
- gender issues in voice and speech, such as:
- body shape
- size
- muscular construction
- sound production in selected instruments or voice
- importance of healthy food choices in relation to wellbeing and injury prevention, including five food groups and recommended daily amounts
- musical notation
- musical rhythms, including:
- time signatures
- beat
- tempo
- syncopation.
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 access to:
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Method of assessment |
A range of assessment methods should be used to assess practical skills and knowledge. The following examples are appropriate for this unit:
Assessment methods should closely reflect workplace demands (e.g. literacy) and the needs of particular groups (e.g. people with disabilities and people who may have literacy or numeracy difficulties, such as speakers of languages other than English, remote communities and those with interrupted schooling). |
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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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Anatomy and physiology may include: |
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Physical posture and stance may relate to: |
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Relevant personnel may include: |
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Factors may include: |
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Factors that may inhibit may relate to: |
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Warm-up routines may include: |
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Minimising environmental impact may relate to: |
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OHS practices may include: |
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Vocal techniques may include: |
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Exercises may include: |
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Musical elements may refer to: |
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Conventional and non-conventional percussion instruments may include: |
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Physical environments may include: |
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Dramatic or emotive nuances may include: |
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Non-verbal communication principles may include: |
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Feedback may refer to: |
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Unit Sector(s)
Performing arts - music performance
Custom Content Section
Not applicable.
