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 music for an audience as part of a group. Performing in a group is a highly collaborative undertaking, so group members need well-developed interpersonal communication skills in addition to their technical and musicianship skills. They must support each other during performances and be willing to work together on improving the overall performance of the group.
Application of the Unit
Instrumentalists and vocalists who perform as members of a group in all musical genres apply the skills and knowledge described in this unit.
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. Perform warm-up routine |
1.1 Check instrument and other materials required for the performance to ensure their reliability in performance 1.2 Tune instrument to ensure required pitch throughout the performance and minimal interruption for further tuning 1.3 Warm up for the performance to ensure that sound production is secure before beginning the performance 1.4 Use relaxation techniques to overcome performance anxiety as required |
2. Perform work |
2.1 Maintain concentration and focus throughout the performance 2.2 Meet the technical and interpretive requirements of the music and the staging requirements of the performance 2.3 Apply music knowledge to enhance performance outcomes 2.4 Monitor instrument tuning and adjust appropriately during the course of the performance with minimal interruption to the flow of the work 2.5 Use a performing style that is appropriate to the context of the music and the performance 2.6 Respond flexibly and effectively to contingencies to maintain the integrity of the performance 2.7 Interact considerately and constructively with stage management and other artistic, venue, studio and organisational staff as required |
3. Perform in a group |
3.1 Respond promptly and effectively to musical, stage or studio direction 3.2 Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance 3.3 Demonstrate balance in dynamics and style with other players 3.4 Respond effectively and with empathy to other performers and to the music-making process throughout the performance 3.5 Perform music entries and exits consistent with the style of music and as agreed with other players |
4. Interact with other performers |
4.1 Contribute to a cohesive performance by taking and giving cues reliably, promptly, accurately and sensitively 4.2 Synchronise own playing with that of other performers 4.3 Demonstrate respect for other performers' work using positive and constructive communication in verbal and body language 4.4 Contribute constructively to the dynamics of the group to ensure best performance outcome 4.5 Listen critically to own and others' performance and adjust playing as necessary to achieve the required sound |
5. Evaluate performance |
5.1 With other members of the group, measure the performance against previous work to assess technical and artistic development 5.2 Discuss weaknesses and errors in the performance and collaboratively identify remedies for improvement in the ensemble 5.3 Evaluate repertoire choice and programming to determine suitability for the group's technical standard and style as well as the overall musical balance in the program 5.4 Collaboratively and constructively assess the role of individual performers for ensemble balance and for future performance possibilities 5.5 Constructively evaluate the group's stage presentation, posture, dress and movement individually and collectively and determine possible improvements 5.6 Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met more effectively 5.7 Collaboratively and constructively plan strategies for refining group performance and technical skills based on outcome of evaluations |
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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Relaxation techniques may include: |
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Music knowledge may include: |
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Listening may include: |
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Strategies for developing skills may include: |
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Technical skills may include: |
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Unit Sector(s)
Performing arts - music performance