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.
Instruments may include:
acoustic or electronic
brass
stringed
keyboards
wind
percussion
plucked
voice.
Range of an instrument may include:
tone colour
dynamics and volume
sound production
pitch, register and tessitura
specific effects available using a range of attacks
other acoustic or electronic effects.
Capability of an instrument may include:
application to a range of music-making activities and outcomes
scope and potential for solo or group performance
adaptability
size of instrument.
Accessories may include:
reeds
strings
bows
plectrums
mouth pieces
mutes
sticks, mallets, brushes and beaters
stands
pedals
microphones
amplifiers
samplers
mixers
enhancers, such as pitch and tone modulators.
Musical elements include:
simple melodies
simple rhythms
simple musical forms.
Relevant people may include:
mentor
teacher
coach
tutor
family member.
Tuning an instrument may involve:
adjusting:
pitch
tone colour
oral tract, including lip pressure and intensity of breath
position of the diaphragm and larynx
sound production
diameter or other instrumental dimensions, such as:
length of strings
tautness of skins
length of tubing or pipes
embouchure
settings of the instrument and relevant accessories
using:
appropriate tuning options
tuning keys or other tuning implements, such as tuning forks and electronic tuners
pitch pipes
electronic pitch or frequency controls
other musicians.
OHS principles may include:
industry practice and legislation
posture
appropriate hearing and volume levels for self and others
electrical hazards
length of performance and practice sessions
preventative practice against overuse injury.
Sound colour may involve:
physical elements of an instrument
instrumental attack and articulation
range of accessories
interaction between player and instrument
performer's physique
voice production
sound production
different instrumental combinations.
Techniques may include:
physical coordination in one or more of:
bowing
tonguing
embouchure
plucking
beating
fingering
strumming
pedalling
attack
dynamics
tempi
intonation
vocal and instrumental sound production
rhythms and rhythm patterns
chords and chord patterns
melodic patterns
playing or singing notes, short tunes and basic scales
playing, tapping or clapping rhythms and rhythm patterns
playing chords and simple chord patterns.

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 basic physical capacity and coordination required to play or sing simple melodies, chords and rhythm patterns
respond appropriately to constructive feedback on own performance.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instruments and equipment
suitable physical and acoustic environment
use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment
The following assessment methods are appropriate for this unit:
direct observation of candidate in practice sessions or performances
testimonial from individual tutors
video or audio recordings of candidate's performance or practice sessions
written or oral questioning to assess knowledge of chosen instrument.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF102A Develop ensemble skills to perform simple musical parts.