Unit of competency Outline
Date retreived
23/07/2026 6:08 PM AWST
23/07/2026 6:08 PM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Perform accompaniment
Perform accompaniment
Unit of competency
National Code
CUSMPF503A
CUSMPF503A
State Code
D2942
D2942
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
30/09/2014
Field of Education
100101 - Music
Original Release Date
30/09/2014
Nominal Hours
34
Description
This unit describes the performance outcomes, skills and knowledge required to perform for audiences as an accompanist. High-level technical skills are required to ensure that the accompaniment matches and complements the performance of solo performers or groups, such as choirs. The ability to collaborate with and support performers during performances is essential.
Notes
Elements and Performance Criteria
1. Prepare to perform accompaniment
- 1.1 Discuss and confirm artistic vision and expected performance outcomes with appropriate personnel
- 1.2 Confirm own status and contribution within the overall concept, ensuring that own artistic and professional integrity are maintained
- 1.3 Ensure that accompaniment is within own technical and artistic level of ability
- 1.4 Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins
- 1.5 Take direction from and maintain support for the principal artists in rehearsals
- 1.6 Develop and use strategies to overcome the effects of performance anxiety
2. Provide accompaniment for performers
- 2.1 Ensure that musical content is appropriate to the instrument, context and standard of performers
- 2.2 In collaboration with appropriate personnel, apply music knowledge to adapt music for the content and context of the performance
- 2.3 Ensure that accompaniment underpins and enhances the performance
- 2.4 Emphasise elements of the music appropriately for the performance
- 2.5 Maintain energy levels, concentration and focus throughout the performance
- 2.6 Ensure that practice and performance sessions allow for reasonable rest breaks appropriate to the performance context
- 2.7 Ensure that rehearsal and performance conditions are safe and ergonomically adequate for correct posture
3. Provide stimulus and support for performers
- 3.1 Continuously monitor and adjust to the needs of the performers' own performance
- 3.2 Ensure that accompaniment complements the inherent qualities of performers and follows the overall performance
- 3.3 Respond in a sensitive and informed way to the technical demands of the performance
- 3.4 Ensure that accompaniment gives clear and accurate guidance to performers as required and is capable of being reproduced exactly
- 3.5 Listen and adjust volume of playing to the needs of performers and context of activity throughout the performance
- 3.6 Maintain balance consistently between performers and accompaniment
4. Interact with performers
- 4.1 Respond sensitively to performers' emotional state
- 4.2 Respond sensitively to performers' artistic requirements to ensure planned performance outcomes are achieved
- 4.3 Adapt accompaniment to particular methods and styles of performers as required to achieve agreed performance outcomes
- 4.4 Ensure that conduct and appearance are appropriate to the performance context
- 4.5 Take and give cues reliably, promptly, accurately and sensitively
5. Evaluate performance
- 5.1 Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way
- 5.2 Evaluate own performance as accompanist and note areas for future improvement
- 5.3 Seek feedback on own performance from appropriate personnel and incorporate suggestions into overall strategies for improving own accompaniment skills
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.
Appropriate personnel may include:
artists and performers
directors
composers
conductors
bandleaders
producers
promoters
mentors.
Strategies to overcome the effects of performance anxiety may include:
focussing on a single element or action at a time
relaxation techniques, such as:
meditation
deep breathing
focussing on patterns rather than individual notes
warm-up routines.
Music knowledge may include:
repertoire
instrument knowledge
findings from music analyses and research
musical forms, systems, practices and customs
music notation
interpretation of directions for:
instrumentation
voicing
expression
timbre
attack
pitch
tempi
dynamics
accompaniment protocols
rehearsal and performance protocols
chord and melodic formulae.
Technical demands may involve:
techniques to control and enhance performance
musical elements and techniques appropriate to style of music making
technical requirements for ensemble partners
technical requirements of relevant instruments.
Listening may include:
tuning instrument
accurate intonation and stylistic nuance in performance
performance collaboration
needs of performers for support
pattern and sequence recognition and memory
recognising music systems and practices
chords and keys in tonal or other musical systems
reproducing sequences from memory.
Strategies for improving own accompaniment skills may include:
working with an appropriate tutor and/or coach
private practice
using opportunities to practise as an accompanist with principle performers in selected area of specialisation
participating in relevant groups or associations in selected area of specialisation
participating in professional development and other learning opportunities
attending master classes
attending performances
contributing to and participating in festivals and conferences relevant to area of specialisation
being involved in a range of music accompaniment activities in selected area of specialisation
studying performance techniques in a range of styles in selected area of specialisation
listening critically to a wide range of live and recorded music.
Appropriate personnel may include:
artists and performers
directors
composers
conductors
bandleaders
producers
promoters
mentors.
Strategies to overcome the effects of performance anxiety may include:
focussing on a single element or action at a time
relaxation techniques, such as:
meditation
deep breathing
focussing on patterns rather than individual notes
warm-up routines.
Music knowledge may include:
repertoire
instrument knowledge
findings from music analyses and research
musical forms, systems, practices and customs
music notation
interpretation of directions for:
instrumentation
voicing
expression
timbre
attack
pitch
tempi
dynamics
accompaniment protocols
rehearsal and performance protocols
chord and melodic formulae.
Technical demands may involve:
techniques to control and enhance performance
musical elements and techniques appropriate to style of music making
technical requirements for ensemble partners
technical requirements of relevant instruments.
Listening may include:
tuning instrument
accurate intonation and stylistic nuance in performance
performance collaboration
needs of performers for support
pattern and sequence recognition and memory
recognising music systems and practices
chords and keys in tonal or other musical systems
reproducing sequences from memory.
Strategies for improving own accompaniment skills may include:
working with an appropriate tutor and/or coach
private practice
using opportunities to practise as an accompanist with principle performers in selected area of specialisation
participating in relevant groups or associations in selected area of specialisation
participating in professional development and other learning opportunities
attending master classes
attending performances
contributing to and participating in festivals and conferences relevant to area of specialisation
being involved in a range of music accompaniment activities in selected area of specialisation
studying performance techniques in a range of styles in selected area of specialisation
listening critically to a wide range of live and recorded music.
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 an accompanist before an audience on at least three occasions
listen effectively to adjust intonation and nuance in performance
apply interpretation and expression skills
communicate effectively with others involved in performances.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
opportunities to accompany performers before an audience
appropriate venue with adequate space and acoustic qualities for solo performances
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 the candidate performing accompaniments
written or oral questioning on performance strategies as an accompanist
discussion of planning for performances
relevant samples of artistic work with candidate's evaluation
authenticated details of relevant courses or training sessions
authenticated details of relevant artistic and/or commercial achievements
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 of methods, strategies and other issues involved in being an accompanist.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSIND501A Apply music knowledge and artistic judgement
CUSMPF401A Rehearse music for group performances
CUSMPF410A Perform music from written notation
CUSMPF501A Prepare a program for performance
CUSMPF506A Develop technical skills and expand repertoire.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
perform proficiently as an accompanist before an audience on at least three occasions
listen effectively to adjust intonation and nuance in performance
apply interpretation and expression skills
communicate effectively with others involved in performances.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
opportunities to accompany performers before an audience
appropriate venue with adequate space and acoustic qualities for solo performances
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 the candidate performing accompaniments
written or oral questioning on performance strategies as an accompanist
discussion of planning for performances
relevant samples of artistic work with candidate's evaluation
authenticated details of relevant courses or training sessions
authenticated details of relevant artistic and/or commercial achievements
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 of methods, strategies and other issues involved in being an accompanist.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSIND501A Apply music knowledge and artistic judgement
CUSMPF401A Rehearse music for group performances
CUSMPF410A Perform music from written notation
CUSMPF501A Prepare a program for performance
CUSMPF506A Develop technical skills and expand repertoire.
Replaces
| State Code | National Code | Title | Type |
|---|---|---|---|
| C3998 | CUSMPF14A | Perform accompaniment | Unit of competency |
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI04 | CUAMPF503 | Perform accompaniment | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D363 | CUS60109 | Advanced Diploma of Music | Qualification |
| D360 | CUS50109 | Diploma of Music | Qualification |
| J703 | CUA50213 | Diploma of Musical Theatre | Qualification |