Elements and Performance Criteria

Exercises to develop technical skills may include:
posture appropriate to good sound production and OHS principles
a wide range of scales, triads, arpeggios, chords or rhythms in area of specialisation

Technical skills development includes one or more of:
breathing exercises to achieve varied tone colour
bowing techniques to achieve good phrasing and a range of articulation options
embouchure to achieve good tone production across the range and special techniques where required
a range of fingering patterns to achieve required phrasing, articulation and dynamics
a range of hand and/or foot patterns
a range of plucking and picking patterns and exercises
a range of drumming exercises with mallets and beaters
a range of pedaling techniques
a range of vocal exercises to achieve agility, flexibility, clear articulation and consistent pitch
a range of microphone exercises and techniques

Repertoire may include:
a range of pieces appropriate to the selected instrument in area of specialisation
a range of solo pieces in area of specialisation
a range of ensemble pieces in area of specialisation
improvisatory pieces in area of specialisation

Instruments may include:

acoustic or electronic

voice

stringed instruments

keyboards

wind instruments

tuned and untuned percussion

brass

plucked instruments

other instruments

Techniques should involve as many of the following that are relevant to the instrument and style of music:
instrumental/vocal sound production
physical coordination
playing a range of pieces in different styles in area of specialisation
playing a wide range of rhythms and rhythm patterns in area of specialisation
playing a wide range of chords and chord patterns in area of specialisation
good aural memory
other techniques appropriate to area of specialisation

The range and scope of the instrument may involve:
tone colour
dynamics/volume
sound production
pitch or register
specific effects available using a range of attacks
articulation

The capability of an instrument may include its:
application to a range of music making activities and outcomes
adaptability
scope and potential for solo or group performance or accompaniment
other features

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

Tuning may involve:
choosing appropriate tuning options from available 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
techniques for sound production
a range of accessories
electronic sound enhancers
interaction between the player and the instrument
use of performer's physique
voice production

OHS principles may include:
relevant practice or legislation
policies and best practice relevant to particular performance contexts

OHS principles may apply to:
hearing protection
protection of body against overuse injury
safe lifting practices
performance anxiety

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

Underpinning knowledge and skills
Assessment must include evidence of the following knowledge and skills:
good awareness of the subtleties and variations of tone colour available on the instrument and their use in performance
the application of acoustic principles to own playing
understanding and applying instrument applications, range and capabilities
parts, care and maintenance of instrument
tuning the instrument and a good awareness of intonation
fine pitch discrimination
ability to produce the required sound consistently across a wide dynamic range
planning practice time and setting technical development goals
playing or singing a wide range of standard repertoire in area of specialisation
playing or singing a wide range of scales, rhythms or chord patterns appropriate to area of specialisation

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
CUSMGE02A Develop self as artist
CUSMPF03A Develop and maintain stagecraft skills
CUSMPF11A Perform music as part of a group
CUSMGE04A Analyse music
CUSMGE07A Analyse harmony
CUSMGE06A Read music

Critical aspects of evidence
The following evidence is critical to the judgement of competence in this unit:
critical listening to analyse and discuss own technical development in area of specialisation
aural discrimination to monitor and adjust own performance to identify and achieve the required sound in area of specialisation
demonstrated fluency and confidence in performance on the selected instrument/voice in area of specialisation

Method and context of assessment
Evidence of competence may be obtained through a variety of methods including:
observation of performance practice in solo and ensemble performance
oral questioning on technical development plans and strategies
relevant samples of artistic work with candidate's evaluation
samples of work plans and/or process diary
authenticated details of relevant courses or training sessions in area of specialisation
authenticated details of relevant artistic and/or commercial achievements in area of specialisation
relevant portfolio kit, tapes, scores, CDs, videos, biographies of practitioner's work
simulation of a performance practice session
case studies and scenarios to discuss the identification of technical methods, strategies and issues and how 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 demonstration performance practice covering at least four contrasting pieces, in the nominated area of specialisation one of which must be an ensemble performance.
Technical proficiency must be evident in confident and fluent performance demonstrating accurate melody, sound production, harmony and/or rhythm as required by the pieces presented.

Resource requirements
This unit of competency must be assessed using:
instrument and equipment relevant to the performance
extra players and equipment required for the ensemble performance
suitably sized venue with appropriate acoustic quality

Communicating ideas and information
(2)

Collecting analysing and organising information
(3)

Planning and organising activities
(2)

Working with others and in teams
(3)

Using mathematical ideas and techniques
(2)

Solving problems
(3)

Using technology
(3)