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This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
This unit describes the performance outcomes, skills and knowledge required to lead a group in ensemble or other musical performance. This leadership role includes being responsible for motivating others to give their best in performance. This involves applying a range of musicianship skills such as stagecraft, understanding the performance capabilities of instruments, and providing solutions to performance problems that arise during rehearsals and performance.
Evidence of the ability to: Provide musical leadership in rehearsal and performance on at least three occasions Apply high levels of music literacy and repertoire knowledge Continuously improve performances through ongoing evaluation Motivate others involved in performances to achieve their best.
Required skills Communication and teamwork skills sufficient to: Provide musical leadership to performers and instrumentalists during rehearsals and performances Work creatively with individual differences Work constructively with group dynamics Identify and deal positively and constructively with conflict Initiative, enterprise and creativity in the context of: Matching repertoire to target audience Demonstrating originality and innovative approaches to the performance and interpretation of music for self and others in area of specialisation Extending musical boundaries for self and audience in area of specialisation Phrasing and shaping music appropriately in area of specialisation Understanding and expressing appropriate musical nuance in area of specialisation Leading musical performances appropriately for the context of venues, sound forces and perceived audience taste in area of specialisation Engaging audiences through appropriate use of stagecraft skills Listening skills sufficient to: Recognise intervals, chords, scales and chord progressions in area of specialisation Understand appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound for self and others in area of specialisation Listen critically to the creative work of others to inform own work and the work of others in area of specialisation Listen critically to and adjust own creative work to achieve the required sound for self and others in area of specialisation Planning and organisational skills sufficient to: Clarify roles Work within established timeframes to achieve planned outcomes Match work commitments to best career outcomes Plan practice to improve own technical facility in performance, and directing music in area of specialisation Demonstrate punctuality in all work commitments Use time-management strategies to set priorities Learning and self-management skills sufficient to: Locate and use resources to advance own artistic and career development in area of specialisation Evaluate and adjust career directions and plans realistically to advance in area of specialisation Evaluate, adjust and develop own work in line with planned career directions Discern and listen to the advice of colleagues, experts and audience groups to adjust work in line with career direction Observe cultural protocols appropriate to the genre or area of specialisation Use appropriate posture, dress and other performance protocols in area of specialisation Apply OHS principles wherever relevant to work practice Technical skills sufficient to: Use equipment and instruments in area of specialisation Use technology to improve efficiency and musical outcomes for self and others in area of specialisation Investigate technology to enhance artistic or commercial outcomes in area of specialisation Required knowledge Music knowledge in area of specialisation, including: Setting down music for performance or interpreting music in performance Improvisation conventions Sight reading from charts or musical notation Appropriate repertoire Musical terminology Musical genres and styles Solo and group performance protocols Composition process Issues and challenges that typically arise in the context of providing musical leadership in performance Techniques for moving the body and breathing to enhance musical performance of self and others OHS requirements and procedures in relation to performing.
Assessment must ensure: Access to relevant instruments and equipment Access to scores, charts or other written music resources Access to participants, such as performers and technical crew Access to appropriate performance venues with adequate space and acoustic qualities Use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
GS5 VET GRADING SCHEMA Used for WAAPA Vet only
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
CUSMPF508A|1|1
This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.
This unit describes the performance outcomes, skills and knowledge required to lead a group in ensemble or other musical performance. This leadership role includes being responsible for motivating others to give their best in performance. This involves applying a range of musicianship skills such as stagecraft, understanding the performance capabilities of instruments, and providing solutions to performance problems that arise during rehearsals and performance.
Evidence of the ability to: Provide musical leadership in rehearsal and performance on at least three occasions Apply high levels of music literacy and repertoire knowledge Continuously improve performances through ongoing evaluation Motivate others involved in performances to achieve their best.
Required skills Communication and teamwork skills sufficient to: Provide musical leadership to performers and instrumentalists during rehearsals and performances Work creatively with individual differences Work constructively with group dynamics Identify and deal positively and constructively with conflict Initiative, enterprise and creativity in the context of: Matching repertoire to target audience Demonstrating originality and innovative approaches to the performance and interpretation of music for self and others in area of specialisation Extending musical boundaries for self and audience in area of specialisation Phrasing and shaping music appropriately in area of specialisation Understanding and expressing appropriate musical nuance in area of specialisation Leading musical performances appropriately for the context of venues, sound forces and perceived audience taste in area of specialisation Engaging audiences through appropriate use of stagecraft skills Listening skills sufficient to: Recognise intervals, chords, scales and chord progressions in area of specialisation Understand appropriate intonation, dynamics, phrasing, rhythm and expression to produce the required sound for self and others in area of specialisation Listen critically to the creative work of others to inform own work and the work of others in area of specialisation Listen critically to and adjust own creative work to achieve the required sound for self and others in area of specialisation Planning and organisational skills sufficient to: Clarify roles Work within established timeframes to achieve planned outcomes Match work commitments to best career outcomes Plan practice to improve own technical facility in performance, and directing music in area of specialisation Demonstrate punctuality in all work commitments Use time-management strategies to set priorities Learning and self-management skills sufficient to: Locate and use resources to advance own artistic and career development in area of specialisation Evaluate and adjust career directions and plans realistically to advance in area of specialisation Evaluate, adjust and develop own work in line with planned career directions Discern and listen to the advice of colleagues, experts and audience groups to adjust work in line with career direction Observe cultural protocols appropriate to the genre or area of specialisation Use appropriate posture, dress and other performance protocols in area of specialisation Apply OHS principles wherever relevant to work practice Technical skills sufficient to: Use equipment and instruments in area of specialisation Use technology to improve efficiency and musical outcomes for self and others in area of specialisation Investigate technology to enhance artistic or commercial outcomes in area of specialisation Required knowledge Music knowledge in area of specialisation, including: Setting down music for performance or interpreting music in performance Improvisation conventions Sight reading from charts or musical notation Appropriate repertoire Musical terminology Musical genres and styles Solo and group performance protocols Composition process Issues and challenges that typically arise in the context of providing musical leadership in performance Techniques for moving the body and breathing to enhance musical performance of self and others OHS requirements and procedures in relation to performing.
Assessment must ensure: Access to relevant instruments and equipment Access to scores, charts or other written music resources Access to participants, such as performers and technical crew Access to appropriate performance venues with adequate space and acoustic qualities Use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
GS5 VET GRADING SCHEMA Used for WAAPA Vet only
Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.
For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.
Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:
Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.
The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.
CUSMPF508A|1|2