Elements and Performance Criteria

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.
Educational principles may include:
cognitive development
motivation and learning psychology
provision of routine opportunities for learners to perform solo, in ensembles and for an audience
ensuring that content and structure of learning programs are appropriate to age, musical aspirations and skill levels of learners
constructive feedback to learners on an ongoing basis throughout learning programs.
Music knowledge may include:
repertoire
music history
instrument knowledge
music analyses and research
musical forms, systems, practices and customs
using written music notation to read and write music, such as:
acoustic and electronic scores
sheet music
chord charts
interpretation and/or writing of directions for:
instrumentation
voicing
expression
timbre
attack
pitch
tempi
dynamics
music writing, copying, arranging or editing
sight reading
improvisation.
Aural skills may include:
instrument tuning
listening to adjust the sound in solo or group performance
aural imagination to identify and develop the musical materials
pattern and sequence recognition and memory
recognising music systems and practices
chords and keys in tonal or other musical systems
reproducing sequences from memory.
Assisting learners may involve:
communicating constructively with learners to maintain their interest and enthusiasm
providing specific exercises, and/or other appropriate learning materials to facilitate progress in controlling instrument/voice
demonstrating and rehearsing techniques for:
developing control and perception of pitch and timbre
developing accurate and fluent performance
providing supportive critical advice to develop confidence in performance and to foster self-esteem
instruction in the conventions and performance customs relevant to the area of music specialisation
facilitating critical self-listening to foster independent learning and improvement in technical skills.
Technical skills may include:
proficiency in instrumental/vocal performance
understanding of musical elements
scales and other routine exercises
facility with techniques to control and enhance music making
virtuosity to produce appropriate instrumental/vocal performance style and standard
compositional techniques appropriate to style of music making
technical requirements of specific instruments/voices for accurate and appropriate music making.
Equipment, instruments and accessories may include:
voice and other acoustic and electronic musical instruments
baton
scores
strings
reeds
mouth pieces
mallets/beaters
tuners, tuning forks and electronic tuners
electronic equipment
audio and video recordings
sound reinforcement equipment, such as:
microphones
amplifiers
mixers
cabling
lighting and lighting equipment
special effects devices.
Techniques to develop expressive skills may include:
discussing expressive options appropriate to learners' work
encouraging learners to consider interpretation in performance
discussing the forms of pieces with learners, appropriate to their age and stage of musical development as a way of exploring expressive possibilities and options
encouraging learners to experiment with phrasing and shaping pieces to broaden expressive style
encouraging learners to use dynamics, attack and appropriate tempi to shape the work
encouraging learners to listen critically and develop sensitivity to and appreciation of appropriate style and nuance in performance
teaching repertoire and contexts of interpretation
encouraging learners to listen to, read about, and critically discuss a range of music for their instrument/voice appropriate to their age and stage of musical development
encouraging learners to listen critically to and discuss a range of performance interpretations.
Techniques to develop performance presentation skills may include:
encouraging learners to attend, view or listen to performances as a way of critically appraising performance skills
ensuring that any repertoire intended for performance is always within the technical ability of learners
providing opportunities for learners to plan a performance program appropriate to their age and stage of musical development
including performance presentation outcomes in individual learning programs
creating opportunities for learners to prepare simulated auditions and to discuss each others' work
advising learners on protocols and customs for dress and presentation to enhance performance for an audience
discussing techniques for communicating with audiences to express musical ideas.
Facilitating knowledge of OHS issues may relate to:
demonstrating and consistently reinforcing safe performance practice, posture and use of appropriate sound levels, seating and lighting
advising learners of all specific safety issues relating to their instrument/voice
advising learners of specific safety issues relating to their performance and potential performance venues
advising learners on reasonable duration for practice sessions and rehearsal in the context of instrument played or voice
advising learners on safe and healthy conditions for practice, rehearsals and performances.
OHS techniques may relate to:
healthy posture
specific use of physique in relation to performance
specific instrumental performance, such as:
voice
percussion
brass
strings, including violin and guitar families
reeds and woodwind
keyboards
electronic
parts of the body, such as:
ears
trunk
shoulders
neck
arms
lips
tongue and larynx
eyes.

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:
demonstrate a high level of performance skills and knowledge in area of specialisation in which tuition is provided
develop talent in others
plan and offer learning programs appropriate to the needs of learners and their level of musical development
convey relevant music literacy and repertoire knowledge.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
access tolearners
access to appropriate teaching facilities
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:
evaluation of learning programs, lesson plans and resources prepared by the candidate
observation or video recordings of tuition sessions conducted by the candidate
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 discussion about issues and challenges that arise in the context ofproviding instrumental or vocal tuition.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBMGT617A Develop and implement a business plan
CUSIND401A Develop specialist expertise in the music industry
CUSLED502A Provide tuition for composition
CUSMPF603A Refine performance techniques and expand repertoire
CUSMPF605A Develop advanced vocal techniques.