Performance Guidelines
The following guidelines apply to all levels of Performance Assessment
For specific guidelines on how to record and submit a video performance, click here.
Sample Video Performance Assessment
Wondering what a video submission actually looks like? Here’s a sample for you to watch!
Special thanks to Connor for giving us permission to share this with you.
This is a great example of presentation, format and announcements which apply to all assessments - both video and live.
Notice how Connor is referring to a point form run sheet and confidently announces each element before he begins to play.
Because this is a ‘real assessment’ and not staged in any way, it’s not totally perfect! The announcement of which ‘Essential Skill’ is missing, and you’ll hear Connor’s Mum prompt the fact that he missed about the key signature in the General Knowledge section. This is all fine - it’s real life - and he did really well!
His set up is ideal for video, with a pleasant background, a good camera angle including feet and appropriate exam attire (with shoes!)
If this were a live performance assessment, it would look very much the same. Students still choose their own order, announcing each element as they go. They may either bring a point form run sheet or be prompted by the assessor.
General Guidelines
Who can participate in UME assessments?
UME assessments are open to musicians of all ages and experience levels, including adult learners.
Are Live Performance Assessments and Video Performance Submissions the same?
Yes. Assessment requirements and certification standards are identical regardless of whether performances are presented live or via video submission.
Do performances need to be memorised?
Performance from memory is encouraged for repertoire work where appropriate. While memorisation is not specifically graded, confident and fluent presentation contributes positively to the overall performance impression.
Does performance order matter?
Students may present assessment components in the order that feels most comfortable and natural for them.
For example, a student may choose to begin with performance repertoire, technical work, musicianship activities or general knowledge. Clear verbal announcements between sections are appreciated to help guide the assessor through the presentation.
Can prompts or notes be used during an assessment?
Yes. Students may use a brief run sheet or bullet-point prompts to assist with smooth transitions between assessment sections.
During Live Performance Assessments, UME assessors provide supportive guidance where needed to help students feel comfortable and confident throughout the experience.
Essential Skills Pathways
At UME, Essential Skills are designed to support the development of practical, creative and well-rounded musicians. While students present just one Essential Skill of their choice as part of their assessment, it is our hope that they gradually build confidence across all of the skills in this section over time.
These skills reflect the kinds of things musicians do in real life — listening, creating, adapting, accompanying, reading and responding musically. They are engaging to teach, enjoyable to learn and highly valuable across all styles of music making.
What are the Essential Skills?
QUICK STUDY
Our version of sight reading. Rather than focusing on traditional ‘spot reading’, Quick Study reflects real-life music making, where musicians are often given a short amount of time to prepare unfamiliar material before performing it.
TRANSPOSITION
An incredibly useful practical skill that is often overlooked in traditional music training. Learning to move music into different keys develops strong musical understanding and flexibility on any instrument.
IMPROVISATION
From creating accompaniments from chord symbols to experimenting freely at the instrument, improvisation encourages creativity, listening and musical confidence. It’s one of the most practical and enjoyable skills musicians can develop.
COMPOSITION
As levels progress, students may choose to present original creative work as part of their assessment. We love hearing the ideas, individuality and musical voices of emerging composers and songwriters.
Where can I find the Essential Skills information?
Guidelines and sample activities for each Essential Skill are included within the detailed syllabus PDF for every level. These skills are intended to form part of regular lesson programs and ongoing musical development.
10 days prior to assessment, students and teachers will receive the specific Essential Skills examples for that session, allowing students time to become familiar with the material.
Which Essential Skill do I choose?
Whichever one best suits your interests, strengths and musical goals. Students select one Essential Skill to present as part of their assessment.
How should Essential Skills be prepared?
Essential Skills are designed to assess practical understanding and application rather than polished performance preparation. Students should become familiar with the material, explore the concepts and work through examples with their teachers, but the focus is on demonstrating working musical knowledge rather than producing a memorised performance.
Do I need to memorise Essential Skills?
No. Students may use printed music or reference material where appropriate. The emphasis is on practical musicianship and confident application of skills rather than memorisation.
Presenting Essential Skills in an Assessment
Students should simply introduce their chosen Essential Skill before beginning, for example:
“My Essential Skill today is Improvisation.”