Assessor Resource

CUSLED502A
Provide tuition for composition

Assessment tool

Version 1.0
Issue Date: May 2024


Musicians skilled in music composition who teach privately to individuals of any age, or groups of less than five, apply the skills and knowledge described in this unit. They could offer tuition in a private home studio, or a studio attached to a larger organisation. This unit does not apply to teaching in a classroom situation.

Teachers need a thorough grounding in the techniques of their area of specialisation, as well as an ability to impart skills and knowledge to others.

This unit describes the performance outcomes, skills and knowledge required to provide tuition in composition as a private teacher.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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 high-level music composition skills and knowledge

develop music composition skills in others

plan and offer learning programs appropriate to the needs of learners and their level of musical development

develop music literacy and aural skills relevant to music composition.

Context of and specific resources for assessment

Assessment must ensure:

access to relevant equipment

access tolearners

access to appropriate teaching facilities

use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.

Method of assessment

The following assessment methods are appropriate for this unit:

evaluation of learning programs, lesson plans and resources prepared by the candidate

observation or video recordings of tuition sessions conducted by the candidate

written or oral questioning to test knowledge as listed in the required knowledge section of this unit

case studies and scenarios as a basis for discussion about issues and challenges that arise in the context ofproviding tuition in music composition.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

BSBMGT617A Develop and implement a business plan

CUSIND401A Develop specialist expertise in the music industry

CUSLED501A Provide instrumental or vocal tuition

CUSMCP601A Extend techniques for composing music

CUSMCP503A Prepare compositions for publishing

CUSMLT602A Analyse harmony.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication and teaching skills in the context of:

communicating effectively with learners to achieve planned learning outcomes

providing feedback on learners' development in a constructive and sensitive manner

listening critically to, and assisting learners to adjust, compositions to achieve the required effect

working creatively with individual differences

working constructively with group dynamics

identifying and dealing constructively with conflict

self-management and learning skills sufficient to:

improve own technical facility in composition so that best practice techniques can be demonstrated to learners

evaluate, adjust and develop own teaching practice in line with planned career directions

use advice from colleagues and experts to adjust work in line with career direction

demonstrate punctuality in all work commitments

observe OHS requirements

initiative, enterprise and creativity in the context of:

demonstrating originality and innovative approaches to teaching music composition

extending musical boundaries for self and learners

facilitating learners to phrase and shape music appropriately and creatively

facilitating learners to understand and express appropriate musical nuance

technical skills sufficient to:

assist learners to use appropriate equipment and/or instruments effectively

assist learners to use appropriate technology to improve efficiency and musical outcomes

investigate technology to assist learners to enhance artistic or commercial outcomes

use new technology in tuition practice where possible and relevant

well-developed skills in music composition

planning and organisational skills sufficient to:

plan effective tuition programs that reflect understanding of learners' ages, stage of musical development and learning needs

maintain an appropriate standard of presentation in all promotional materials

use all available opportunities to showcase learners' work

use time-management strategies to set priorities

Required knowledge

teaching practice, including:

learning principles appropriate to age of students

methods to affect skill development

strategies to stimulate an interest in learning

relationship between skill levels and learning strategies

sources of career advice

music knowledge, including:

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 tuition in music composition

OHS requirements and procedures in relation to working for periods of time on computers

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.

Educational principles may include:

cognitive development

motivation and learning psychology

provision of routine opportunities for learners to have their compositions performed for an audience

ensuring that content and structure of learning programs are appropriate to age, musical aspirations and skill levels of learners

constructive feedback to learners on an ongoing basis throughout learning programs.

Facilitating the development of listening skills may involve:

exercises to develop learners' ability to work with musical materials

encouraging learners to listen critically to their own and others' compositions to stimulate creative possibilities

assisting learners to understand and use appropriate terminology

integrating the learning of relevant musical symbols and concepts into learners' creative work

motivating learners to use compositional techniques from a range of musical contexts and conventions

encouraging learners to discuss the balance of unity and contrast in their own and others' creative work

using experiential learning methods to impart theoretical aspects of composition.

Listening skills may include:

instrument tuning

listening to adjust the sound in solo or group performance

aural imagination to develop musical materials and to assist learners to develop musical ideas

understanding music systems and practices relevant to area of specialisation

chords and keys in tonal or other musical systems relevant to area of specialisation.

Techniques may include:

facilitating an understanding of the technical resources of acoustic and electronic sound sources

developing skills in music notation/recording to allow creative development and communication of ideas

assisting learners to use vocabulary appropriate to their needs, aspirations and contexts.

Music knowledge may include:

repertoire

music history

instrument knowledge

music analyses and research

musical forms, systems, practices and customs

using written music notation to read and write music, such as:

acoustic and electronic scores

sheet music

chord charts

interpretation and/or writing of directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

music writing, copying, arranging or editing

sight reading

improvisation

setting down musical compositions for performance.

Techniques to develop learners' creative potential may include:

using technology and practical performance to stimulate aural imagination

experimentation

assisting learners to develop the habit of constant critical listening to their own work to assess their own creative development

exploring ideas in a range of cultures and arts as a way of inspiring creative imagination

participating in networks to discuss creative ideas with other composers and performers.

Business skills may include:

typical requirements of a compositional brief

responding to a brief

liaising with clients

developing realistic timelines

costings and budgeting

technical production contingencies.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Develop learning programs that incorporate sound educational principles 
Facilitate the development of learners' listening skills 
Use a range of techniques to develop skills in the craft of music composition 
Assist learners to develop confidence in applying their music knowledge to the process of composition 
Use a range of techniques to develop learners' creative potential 
Maintain and impart knowledge of current hardware and software applications that are useful to learners as compositional tools 
Organise access to electronic media and studios for learners to use when composing 
Encourage learners to read about and participate in broad media and technology forums/organisations 
Where possible, provide learners with mentoring opportunities to develop their skills in composing using electronic media 
Discuss and plan with learners options for recording and presenting creative ideas through performance 
Devise and use strategies to develop critical self-reflection in learners to encourage realistic career development planning 
Assist learners to understand the function and context in which work is being created 
Devise and use opportunities for learners to consider audience needs and tastes 
Facilitate learners' understanding of business skills required as a freelance composer 

Forms

Assessment Cover Sheet

CUSLED502A - Provide tuition for composition
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUSLED502A - Provide tuition for composition

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: