Assessor Resource

CUSMCP601A
Extend techniques for composing music

Assessment tool

Version 1.0
Issue Date: May 2024


This unit builds on CUSMCP402A Develop techniques for composing music, and can apply to refining techniques for composing music in any music genre, as well as in all performance and recording contexts.

A higher level of competence in areas such as aural imagination, melodic development, instrumentation and orchestration is required of composers as they seek to establish a reputation for themselves in the industry. They are expected to show a real commitment to improving their techniques in ways that enable them to extend the range of compositional briefs to which they can confidently respond. A willingness to act on feedback from colleagues and mentors is also essential.

This unit describes the performance outcomes, skills and knowledge required to develop high-level music composition skills.

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:

plan and monitor progress in own skill development

compose, in response to at least two briefs, a selection of musical pieces that demonstrate an advanced understanding of compositional techniques

apply well-developed aural skills to the composition process

work collaboratively with others involved in creating or performing the compositions

respond positively to constructive feedback on own compositions.

Context of and specific resources for assessment

Assessment must ensure:

access to an environment where music compositional skills can be applied

access to appropriate range of instruments relevant to the candidate's selected musical styles

access to industry-current software, hardware and audio equipment for composing, orchestrating and setting down music

access to scores relevant to the candidate's selected musical styles

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:

direct observation of the candidate composing musical pieces

process diary detailing practice planning, goals and strategies

written or oral questioning on professional development strategies, planning and career goals

relevant samples of artistic work with candidate's evaluation

authenticated details of relevant artistic and/or commercial achievements

written or oral questioning to assess candidate's understanding of musical elements and compositional techniques

case studies and scenarios as a basis for discussing issues about refining techniques for composing music.

Guidance information for assessment

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

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 teamwork skills sufficient to:

discuss compositional requirements in a collaborative manner

respond positively to constructive feedback on own compositions

actively participate in industry and community networks as a way of extending own professional practice

listening skills in the context of:

using aural imagination when manipulating musical elements

analysing music instrumentation

applying aural-perception skills to improve compositional outcomes

initiative and enterprise skills in the context of:

phrasing and shaping music appropriately

expressing appropriate musical nuance

demonstrating originality and innovative approaches in the use and organisation of musical elements

extending musical boundaries for self and audience

experimenting with the synthesis of musical ideas and materials from a range of sources

composing appropriately for the context of venues, sound forces and perceived audience taste

self-management and learning skills in the context of:

setting professional development goals

monitoring and evaluating effectiveness of own compositions

improving music composition techniques through experimentation and practice

planning and organisational skills sufficient to:

prioritise work tasks

meet deadlines

plan the composition of musical pieces in a logical sequence

work within established budgets and timeframes

demonstrate reliability in all agreed work commitments

technology skills in the context of using music composition software at a working level of proficiency

Required knowledge

well-developed understanding of musicianship issues, including:

repertoire and music history relevant to area of specialisation

instrumentation and orchestration

musical protocols and customs for setting down music

genres and styles, and their musical forms and conventions in written notation

interpretation of chords, scales, melodies, forms, textures or other conventions found within music notation

options for using computer applications to notate music

copyright law and permissions

reading and writing music using written music notation, such as acoustic and electronic scores, sheet music and chord charts

techniques for writing directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

issues and challenges that typically arise in the context of extending techniques for composing music

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:

mentor

coach

peer

performer

client.

Factors may include:

aural imagination

aural-perception skills

specialising in a particular style of music and establishing a niche for oneself

specialising in composing music for particular performance contexts, such as:

classical music ensemble

jazz ensemble

opera

defence force band

electronic dance music

ability to write lyrics

level of expertise in composing music using electronic media

ability to compose in a range of styles to suit different purposes, such as:

screen music

community music

dance theatre

musical theatre

interactive multimedia

advertising music

library music.

Techniques may include:

applying the theory and practice of harmony and counterpoint

composing heads as starting points for jazz improvisation

constructing phrasing techniques appropriate to the musical genre

evaluating the appropriate use of dynamics for various instruments

instrumentation

orchestration

generating workable rhythm section parts

contrary motion

writing parts

writing for different instruments

creating introductions and endings

using countermelodies

advanced melodic development

developing musical themes or motifs.

Criteria may include:

application of advanced harmonic, melodic and rhythmic concepts

increased level of expertise in composing music using electronic media

increased range of compositional techniques used

increased level of confidence in composing music for different purposes

audience response

increased positive feedback from clients, mentors and peers.

Networking strategies may include:

membership of industry and/or professional associations

participating in conferences or seminars

distributing personal marketing material to potential clients

maintaining regular contact with other composers

participating in online discussion groups.

Musical elements may include:

acoustics

aesthetic qualities

articulation

attack

beat

cultural context

duration

dynamics

expression

form

harmony/chords

instrumentation

interpretation

intonation

melody

notation

nuance

orchestration

ornamentation

phrasing

pitch

relationship to song lyrics

rhythm

scales

shape

sound production

suspensions

tempo

texture

timbre/tone colour

time signatures

tonality

transposition

unity and contrast

voicing

volume.

Format may be:

computer-based

paper-based.

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
In consultation with appropriate personnel, listen to recordings of own compositions in the context of setting professional development goals 
Discuss factors that contribute to excellence in music composition and incorporate them into professional development goals as appropriate 
Listen to the work of master composers and consider techniques that could be applied to own practice 
Establish criteria for monitoring and evaluating the success of own skill development 
Develop a practice plan that incorporates realistic goals as a basis for refining composition techniques 
Implement networking strategies to develop relationships that will assist in the process of enhancing own professional practice 
Seek feedback on and critically review a sample of own compositions in terms of how well they fulfilled their respective briefs 
Experiment with ways of enhancing those compositions to produce better outcomes 
Use opportunities to discuss revised compositions with peers and/or mentors and incorporate their critical feedback into continuous improvement strategies 
Seek music compositional work that extends the range of own practice and helps to build confidence in own ability to respond to creative challenges 
In response to briefs, generate a range of musical ideas or starting points and experiment with options for realising them 
Discuss options with appropriate personnel and refine ideas as required 
Apply a full range of compositional techniques to organise musical elements into working versions of musical pieces 
Listen to work in progress with appropriate personnel and seek feedback on how well compositions meet creative and technical requirements 
Incorporate ideas and suggestions into final compositions 
As required, attend rehearsals or performance workshops where compositions are being played and make any necessary adjustments to compositions 
Present all compositions in required format by agreed deadline 
Compare work against previous compositions to assess development of techniques and ideas 
Evaluate level of improvement in own compositional techniques against agreed criteria 
Seek feedback on compositions from appropriate personnel and incorporate their suggestions and ideas into own continuous improvement strategies 

Forms

Assessment Cover Sheet

CUSMCP601A - Extend techniques for composing music
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Assessment Record Sheet

CUSMCP601A - Extend techniques for composing music

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

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