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 select and rehearse repertoire as part of a backup group.
Application of the Unit
Musicians and vocalists who perform in backup groups apply the skills and knowledge outlined in this unit. Typically they are supporting solo artists and could be performing in any genre. In addition to contributing to the selection of repertoire and being able to perform to the required standard, they must also be disciplined enough to arrive at rehearsals on time and participate in a collaborative way with other members of the group. They are also expected to hone their skills in private practice time outside rehearsals.
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. Clarify backup requirements |
1.1 Confirm overall performance requirements in consultation with appropriate personnel 1.2 As required, become familiar with work of solo artist for whom backup is being provided 1.3 Confirm number and type of performers required in the backup group 1.4 Participate in organising members of backup group as required 1.5 Confirm nature and extent of own contribution to the backup group 1.6 Confirm timetable leading up to performance so that sufficient notice is given to colleagues and adequate private practice and rehearsal time is allocated |
2. Select repertoire |
2.1 Collaborate with appropriate personnel to select a range of items suited to the purpose of the performance and solo artist's style 2.2 Discuss pros and cons of items and agree on a program that provides balance and variety in line with performance requirements 2.3 Obtain final sign-off on program as required |
3. Rehearse repertoire |
3.1 Use personal practice time to develop own instrumental or vocal technique to the standard required by the repertoire 3.2 Attend rehearsals punctually with required materials to hand 3.3 Perform repertoire pieces together as a group with solo artist as required 3.4 Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of rehearsals and quality of performance 3.5 Discuss and resolve technical or stagecraft issues in a positive and appropriate manner 3.6 Incorporate relevant advice about own performance as required to advance quality in performance 3.7 In collaboration with other members of the group identify areas that need to be improved and incorporate into personal practice sessions and rehearsals as required |
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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Requirements may include: |
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Appropriate personnel may include: |
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Performers may include: |
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Purpose of the performance may be for: |
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Pros and cons of items may include: |
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Unit Sector(s)
Performing arts - music performance