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 be first or second instruments and may include:
acoustic or electronic
voice
stringed
keyboards
wind
tuned and untuned percussion
brass
plucked.
Accessories may include:
reeds
strings
plectrums
mouth pieces
sticks, mallets, brushes and beaters
stands
pedals
microphones
amplifiers
samplers
mixers
enhancers.
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.
Appropriate personnel may include:
musical director
performer
mentor
teacher
coach
tutor
conductor
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.
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.
Techniques may involve:
instrumental/vocal sound production
physical coordination
improvisation
sight reading
playing a range of pieces in different styles in area of specialisation
playing a wide range of rhythms, time signatures and rhythm patterns in area of specialisation
playing a wide range of chords and chord patterns in area of specialisation
using a range of keys, scales and chord sequences
adjusting tone colour through:
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
improving aural memory.
Repertoire may include:
solo pieces
ensemble pieces
improvised pieces.
Needs may include:
working on identified technical weaknesses
extending rhythmic accuracy
performing a wide range of techniques appropriate to the style of music
refining physical facility
ensuring skilful control of the instrument across an extensive range of repertoire.

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:
use aural discrimination to monitor and adjust own performance to achieve the required sound
demonstrate fluent performance on the selected instrument in area of specialisation
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
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 performance
written or oral questioning on technical development strategies, planning and goals
video and/or audio recordings of performances or practice sessions
self-evaluation sheets
samples of work plans for private practice sessions, including monitoring of progress against goals
case studies and scenarios as a basis to discuss issues associated with technical skill development and expansion of repertoire.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSIND401A Develop specialist expertise in the music industry
CUSMLT501A Refine aural-perception skills
CUSMPF401A Rehearse music for group performances
CUSMPF505A Perform improvisation for audiences.