Unit of competency details

Release 

Comments 

Release 2

Created to fix formatting errors only.

Released with CUS09 Music Training Package version 1.2

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.

ELEMENT 

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

This section describes the skills and knowledge required for this unit.

Required skills 

• communication, teamwork and organisational skills sufficient to:

• contribute to discussions about suitable repertoire for the ensemble
• collaborate effectively with other members of the group during performances
• respond appropriately to constructive feedback on own performance

• contribute constructive planning skills sufficient to:

• arrive punctually at group practice sessions
• allow sufficient time for warm-up prior to performances

• listening skills sufficient to:

• monitor and adjust intonation as required
• recognise intervals, chords, scales and chord progressions in selected area of specialisation
• use appropriate sound and tone production for instrument or voice
• adjust own playing or singing in line with requirements of ensemble performance

• initiative and enterprise skills in the context of:

• producing sounds in a range of ways appropriate to the ensemble repertoire
• responding appropriately to the unexpected during performances

• learning skills in the context of improving music performance skills and expression through practice
• technical and problem-solving skills sufficient to:

• use a range of instrumental techniques on either a first or second instrument
• use a variety of rhythms and rhythmic styles relevant to specialisation

Required knowledge 

• broad understanding of:

• industry, repertoire and musical terminology
• acoustic principles relevant to selected instrument and area of specialisation
• instrument parts, applications, range, capabilities, care and maintenance
• group and solo performance protocols and customs

• issues and challenges that arise in the context of performing in an ensemble
• OHS practices, procedures and standards as they apply to performing in a range of environments

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.

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.