Unit of competency Outline
Date retreived
22/07/2026 9:24 PM AWST
22/07/2026 9:24 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.
Refine performance techniques and expand repertoire
Refine performance techniques and expand repertoire
Unit of competency
National Code
CUSMPF603A
CUSMPF603A
State Code
D2949
D2949
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
28/06/2010
Field of Education
100101 - Music
Original Release Date
28/06/2010
Nominal Hours
65
Description
This unit describes the performance outcomes, skills and knowledge required to expand repertoire and present an extended professional performance.
Notes
Elements and Performance Criteria
1. Use personal practice time to refine skills
- 1.1 In consultation with appropriate personnel, identify strengths and weaknesses in own performance skills
- 1.2 Develop a practice plan and strategies that incorporate realistic goals as a basis for refining performance technique
- 1.3 Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan
- 1.4 Ensure that practice routine makes best use of resources
- 1.5 Use private practice to continuously develop technical control of chosen instrument to enhance musical expression and refine individual style
- 1.6 Experiment with and exploit repertoire and exercises to continuously refine technical accuracy
- 1.7 Listen critically to own performance to assess technical strengths and weaknesses and adjust practice regime accordingly
- 1.8 Ensure that practice is undertaken with due consideration to personal health and safety
2. Plan repertoire to meet performance goals
- 2.1 Research new repertoire to identify pieces or works that advance performance scope and skills
- 2.2 Use opportunities to trial new work for peers and/or mentors and incorporate their critical feedback into private practice
- 2.3 Practise a range of pieces or works that focus on identified areas of technical development
- 2.4 Include new pieces from a range of repertoire for listening and private practice to identify options for repertoire development
3. Use technical skills to convey interpretive and expressive qualities in performance
- 3.1 Use control of the chosen instrument to interpret music convincingly and realise the expressive qualities of the instrument in performance
- 3.2 Consistently and reliably demonstrate control of sound production across the range of repertoire for the selected musical style
- 3.3 Continually extend physical coordination and control over the instrument to produce a highly accomplished standard of performance
- 3.4 Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument
4. Present a professional performance program to an audience
- 4.1 Undertake appropriate psychological and physical warm-up and warm-down activities to enhance short and long-term performance outcomes
- 4.2 Interpret music from memory, improvisation or reading from charts or musical notation as required
- 4.3 Perform a range of instrumental techniques in a fluent and confident manner to a professional performance standard
- 4.4 Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style
- 4.5 Perform in a variety of instrumental and/or vocal combinations, including works in solo and group performances
- 4.6 Maintain stage fitness to ensure a professional technical standard in performance
5. Evaluate technical skills in performance
- 5.1 View or listen to recordings of own performance to analyse technical and expressive aspects of own performance
- 5.2 Note areas for improvement and take action accordingly
- 5.3 Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies
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:
musical director
performer
mentor
teacher
coach
tutor
conductor
producer
agent
sound engineer.
Strategies may include:
working effectively with an appropriate tutor
practising as a performer
participating in relevant groups or associations
participating in professional development and other learning opportunities
attending master classes
attending performances
listening critically to a wide range of live and recorded music.
Technique may include:
vocal and instrumental sound production
physical dexterity and coordination
improvising
playing an extensive range of pieces that require work on different areas of technical development in area of specialisation
playing an extensive range of rhythms and rhythm patterns
playing an extensive range of chords and chord patterns
controlling rhythms, including syncopation, rhythmic contrast and simultaneous cross rhythms
controlling tone colour across a wide dynamic range
phrasing and shaping performance in style and nuance
controlling dynamics
controlling performance at the required speed
integrating a range of elements in performance.
Repertoire may include:
complex pieces composed for the selected instrument
complex pieces or works specially arranged for the instrument in area of specialisation
diverse range of solo and ensemble pieces of varying levels of complexity and difficulty
improvised pieces
a full performance program
works from a range of genres and styles.
Resources may include:
performance space
instruments and equipment
time.
Instruments may be first or second instruments and may include:
acoustic or electronic
voice
stringed
keyboards
wind
tuned and untuned percussion
brass
plucked.
Exercises may be aimed at developing:
ability to play a wide range of scales, triads, arpeggios, chords or rhythms
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
fingering patterns to achieve required phrasing, articulation and dynamics
posture appropriate to good sound production and OHS principles
hand and/or foot patterns
plucking and picking patterns
drumming expertise with mallets and beaters
pedalling techniques
microphone techniques.
Technical accuracy may relate to:
rhythms
tone colour
pitch and register
dynamics
phrasing.
Health and safety considerations may include:
correct posture to support facility and longevity in practice
ensuring that practice sessions are of reasonable duration to avoid fatigue
hearing protection
protection of body against overuse injury
safe lifting techniques
strategies to overcome performance anxiety, such as:
focussing on a single element or action at a time
relaxation techniques, such as meditation and deep breathing
focussing on patterns rather than individual notes
warm-up routines.
Appropriate personnel may include:
musical director
performer
mentor
teacher
coach
tutor
conductor
producer
agent
sound engineer.
Strategies may include:
working effectively with an appropriate tutor
practising as a performer
participating in relevant groups or associations
participating in professional development and other learning opportunities
attending master classes
attending performances
listening critically to a wide range of live and recorded music.
Technique may include:
vocal and instrumental sound production
physical dexterity and coordination
improvising
playing an extensive range of pieces that require work on different areas of technical development in area of specialisation
playing an extensive range of rhythms and rhythm patterns
playing an extensive range of chords and chord patterns
controlling rhythms, including syncopation, rhythmic contrast and simultaneous cross rhythms
controlling tone colour across a wide dynamic range
phrasing and shaping performance in style and nuance
controlling dynamics
controlling performance at the required speed
integrating a range of elements in performance.
Repertoire may include:
complex pieces composed for the selected instrument
complex pieces or works specially arranged for the instrument in area of specialisation
diverse range of solo and ensemble pieces of varying levels of complexity and difficulty
improvised pieces
a full performance program
works from a range of genres and styles.
Resources may include:
performance space
instruments and equipment
time.
Instruments may be first or second instruments and may include:
acoustic or electronic
voice
stringed
keyboards
wind
tuned and untuned percussion
brass
plucked.
Exercises may be aimed at developing:
ability to play a wide range of scales, triads, arpeggios, chords or rhythms
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
fingering patterns to achieve required phrasing, articulation and dynamics
posture appropriate to good sound production and OHS principles
hand and/or foot patterns
plucking and picking patterns
drumming expertise with mallets and beaters
pedalling techniques
microphone techniques.
Technical accuracy may relate to:
rhythms
tone colour
pitch and register
dynamics
phrasing.
Health and safety considerations may include:
correct posture to support facility and longevity in practice
ensuring that practice sessions are of reasonable duration to avoid fatigue
hearing protection
protection of body against overuse injury
safe lifting techniques
strategies to overcome performance anxiety, such as:
focussing on a single element or action at a time
relaxation techniques, such as meditation and deep breathing
focussing on patterns rather than individual notes
warm-up routines.
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:
confidently present at least two performance programs of a professional standard on the selected instrument in area of specialisation
use aural discrimination to monitor and adjust own performance to achieve the required sound
plan and monitor progress in own skill development
expand repertoire in area of specialisation
respond positively to constructive feedback on own performance.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instrument and equipment
opportunities to present performance programs before an audience
access to suitable acoustic space
use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed
opportunities to demonstrate improvement in technical skills and expansion of repertoire.
Method of assessment
The following assessment methods are appropriate for this unit:
observation of practice or performances
process diary detailing practice planning, goals and strategies
written or oral questioning on technical development strategies, planning and career goals
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
video and/or audio recordings of performances or practice sessions
self-evaluation sheets
samples of work plans for private practice sessions, including monitoring progress against goals
case studies and scenarios as a basis to discuss issues associated with refining performance technique and expanding repertoire.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF501A Prepare a program for performance
CUSMPF503A Perform accompaniment
CUSMPF508A Provide musical leadership in performance
CUSMPF601A Present a music performance
CUSMPF602A Manage stagecraft aspects of performances
CUSMPF604A Extend improvisation techniques.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
confidently present at least two performance programs of a professional standard on the selected instrument in area of specialisation
use aural discrimination to monitor and adjust own performance to achieve the required sound
plan and monitor progress in own skill development
expand repertoire in area of specialisation
respond positively to constructive feedback on own performance.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant instrument and equipment
opportunities to present performance programs before an audience
access to suitable acoustic space
use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed
opportunities to demonstrate improvement in technical skills and expansion of repertoire.
Method of assessment
The following assessment methods are appropriate for this unit:
observation of practice or performances
process diary detailing practice planning, goals and strategies
written or oral questioning on technical development strategies, planning and career goals
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
video and/or audio recordings of performances or practice sessions
self-evaluation sheets
samples of work plans for private practice sessions, including monitoring progress against goals
case studies and scenarios as a basis to discuss issues associated with refining performance technique and expanding repertoire.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMPF501A Prepare a program for performance
CUSMPF503A Perform accompaniment
CUSMPF508A Provide musical leadership in performance
CUSMPF601A Present a music performance
CUSMPF602A Manage stagecraft aspects of performances
CUSMPF604A Extend improvisation techniques.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWH96 | CUAMPF603 | Refine performance techniques and expand repertoire | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D363 | CUS60109 | Advanced Diploma of Music | Qualification |