Elements and Performance Criteria

Methods used to develop technical skills may include:
working effectively with an instrumental or vocal tutor
personal practice
coaching others
performing with other artists
observing and listening to the performance of others

Exercises to develop technical skills may include:
simple major and harmonic scales and arpeggios
pentatonic scales
common modes
simple major and minor triads/chords
rhythms
improvisation within established musical parameters

Technical skills development includes one or more of:
systematic fingering patterns
exercises to achieve good breath control
bowing techniques to achieve good finger action, bowing movements and smooth bow changes
systematic hand and foot patterns
systematic plucking and picking patterns and exercises
vocal exercises to achieve consistent pitch and articulation
drumming exercises for hands, mallets and beaters

Technical exercises should develop facility in:
As many of the following that are relevant to the instrument and style of music:
intonation
breathing
embouchure
pedaling
bowing/strokes
fingering
tone and articulation
vibrato
phrasing
microphone technique
diction
posture
plucking

Repertoire may include:
movements and/or pieces appropriate to the selected instrument
improvisation on specific/harmonic structures in selected area of specialisation
songs/tunes in selected area of specialisation
own original pieces
traditional patterns in selected area of music specialisation

Instruments may include:
acoustic or electronic instruments
voice
stringed instruments
keyboards
wind instruments
percussion
brass
plucked instruments
others

Technical development includes:
As many of the following that are relevant to the instrument and style of music:
vocal/instrumental sound production
reproducing pieces from written notation, chord charts or aural memory and imitation
developing physical coordination
playing pieces or excerpts
playing rhythms and rhythm patterns
playing chords and chord patterns

The range and scope of the instrument includes:
tone colour
articulation
physical attributes and components
control and contrast
dynamics/volume
pitch or register
specific effects available using a range of attacks

The capability of an instrument may include its:
application to a range of music making activities and outcomes in selected area of specialisation
scope and potential for solo or group performance in selected area of specialisation
adaptability
history in performance and customs of established performance tradition

Tuning the instrument may involve adjusting the:
pitch
oral tract
tone colour
length of strings
tautness of skins
length of tubing or pipes
position of the diaphragm and larynx
settings of the instrument and relevant accessories

Tuning options may involve:
choosing tuning options from appropriate alternatives
tuning keys or other tuning implements
pitch pipes
tuning forks
electronic tuners
electronic pitch or frequency controls
other tuning devices

Tone colour may involve:
instrumental attack and articulation
a range of accessories
interaction between the player and the instrument
performer's physique
breathing
voicing
sound production
different instrumental combinations

OHS principles include:
relevant practice or legislation
policies relevant to particular performance contexts
specific knowledge of preventative practice against overuse injury and hearing damage
knowledge and use of correct posture

Accessories may include:
reeds
strings
plectrums
mouth pieces
mallets or beaters
stands
pedals
microphones
amplifiers
samplers
mixers
enhancers

Underpinning knowledge and skills
Assessment must include evidence of the following knowledge and skills:
good sound and tone production for the instrument or voice
acoustic principles relevant to selected instrument and area of specialisation
instrument parts, applications, range, capabilities, care and maintenance
tuning the instrument and achieving accurate intonation
ability to produce a controlled sound with variations in tone as appropriate
ability to exert good rhythmic control
planning practice time and setting technical development goals
ability to play a range of scales, rhythms or chord patterns in selected area of specialisation
knowledge of repertoire relevant to the selected instrument and area of specialisation
ability to perform at least three pieces in selected area of specialisation
application of OHS principles to performance practice

Linkages to other units
This unit has strong linkages to, and may be assessed with, the following units:
CUSMPF04A Prepare self for performance
CUSMPF05A Rehearse music for performance
CUSMPF06A Extend technical skills in performance
CUSMPF07A Plan, prepare and perform for a demo recording
CUSMPF08A Contribute to backup accompaniment for a performance
CUSMPF10A Develop and practise improvisation

Critical aspects of evidence
The following evidence is critical to the judgement of competence in this unit:
critical listening to analyse and discuss musical elements, form and style and to monitor and adjust own performance to identify and achieve the required sound
demonstrated basic physical capacity and coordination in performance on the instrument in selected area of specialisation

Method and context of assessment
Evidence of competence may be obtained through a variety of methods including:
observation of performance
oral questioning on technical development strategies, planning and goals
relevant samples of artistic work with candidate's evaluation
samples of work plans for private practice sessions
authenticated details of relevant courses or training sessions
authenticated details of relevant artistic and/or commercial achievements
relevant portfolio kit, tapes, scores, CDs, videos, biographies of practitioner's work
simulation of a performance practice session
case studies and scenarios as a basis to discuss identifying technical issues and using strategies to deal with them in performance
portfolios or other documentation which demonstrate the processes used in realising creative concept
Competency in this unit may need to be assessed over a period of time, in a range of contexts and on multiple occasions involving a combination of direct, indirect and supplementary forms of evidence. The assessee must nominate the area of specialisation to be assessed.
Assessment may occur off the job, on the job or in a combination of on and off the job. Assessment of this unit requires evidence of practical performance of at least two pieces that demonstrate technical proficiency in producing accurate melody, harmony and/or rhythm in the nominated area of specialisation.

Resource requirements
This unit of competency must be assessed using:
relevant instrument
suitable acoustic space

Communicating ideas and information
(2)

Collecting analysing and organising information
(2)

Planning and organising activities
(2)

Working with others and in teams
(3)

Using mathematical ideas and techniques
(2)

Solving problems
(2)

Using technology
(0)