Assessor Resource

CUSMLT302A
Develop and apply aural-perception skills

Assessment tool

Version 1.0
Issue Date: May 2024


People preparing to enter the music industry as musicians, songwriters, composers or arrangers, apply the skills and knowledge outlined in this unit. Basic musicianship skills can be applied in a range of contexts, for example, transcribing live or recorded music and assisting with the preparation of charts and other forms of notated music. The application of more complex aural-perception skills is covered in:

CUSMLT501A Refine aural-perception skills.

This unit describes the performance outcomes, skills and knowledge required to aurally recognise simple structures and components of music and to discuss these with peers and other industry personnel.

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

Prerequisites

Not applicable

Employability Skills

Not applicable



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:

hear and recognise simple music structures accurately

adhere to the conventions of music language and terminology within selected styles.

Context of and specific resources for assessment

Assessment must ensure:

access to a selection of recorded or performed music for investigation and skill development

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

Method of assessment

The following assessment methods are appropriate for this unit:

direct observation or video recording of the candidate's ability to aurally recognise simple music structures

written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit and to assess the development of aural-perception skills.

Guidance information for assessment

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

CUSMCP301A Compose simple songs or musical pieces

CUSMCP401A Develop techniques for arranging music

CUSMCP402A Develop techniques for composing music

CUSMLT303A Notate music

CUSMPF410A Perform music from written notation.

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

listening skills in the context of recognising how intervals, chords, scales and chord progressions are used in music to achieve unity and variety

communication skills sufficient to:

read and understand relevant sources of information

discuss music in adherence to music conventions

seek and respond to feedback on own skill development

initiative and enterprise skills in the context of recognising music structures and interpreting musical elements

problem-solving skills sufficient to:

troubleshoot difficulties connected with the aural recognition of music

plan work tasks in a logical sequence

planning and organisational skills sufficient to:

work to set goals

gather information onmusicalstyles,elementsandforms/structures

self-management skills sufficient to:

work to personal goals

seek expert assistance when problems arise

learning skills sufficient to aurally recognise music structures accurately

technical skills sufficient to accurately analyse:

scales

chord sequences and music systems

rhythms

time signatures

beat patterns of musical organisation relevant to specialisation

Required knowledge

musicianship, including:

repertoire relevant to chosen musical specialisation

musical protocols and customs for listening to music relevant to chosen music specialisation

awareness of genres and styles, and their musical forms and conventions

aural recognition and interpretation of chords, scales, melodies, forms, textures or other conventions in 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:

teachers

mentors

arrangers

composers

music editors

musicians

bandleaders

music conductors

choir leaders.

Uses of aural-recognition and perception skills may include:

ability to identify and discuss music components with peers and other industry personnel

capacity to transcribe live or recorded music

appreciation of music subtleties and complexities

development of overall musicianship

assisting in the preparation of charts and other forms of notated music

access to new forms of music.

Music structures may include:

key signatures

harmonic and melodic structures

grouping of simple rhythmic structures

time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2

note pitch

note duration

accidentals

chords and chord progressions.

Music genres and styles may include:

classical

jazz

popular music

church

folk

world.

Conventions of language and terminology may relate to:

key signatures

harmonic and melodic structures

grouping of simple rhythmic structures

time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2

note pitch

note duration

accidentals

chords and chord progressions

bar lines

repeats

sign

coda

ties

rests

phrases

ornaments

popular music forms

jazz forms

classical forms.

Music-writing conventions may include:

manuscript layout

methods of notation

rehearsal figures

bar lines

ownership and copyright information.

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, plan development of aural-perception skills 
Investigate the uses of aural-perception and recognition skills 
Establish the rhythmic, melodic and harmonic music structures for recognition 
Nominate music genres and styles within which the structures are located 
Examine conventions of language and terminology connected to relevant music structures 
Investigate ways of hearing music as well as listening for and naming relevant music structures 
Investigate music-writing conventions connected with aural skill development 
Explore rhythmic, melodic and harmonic structures connected with aural skill development 
Identify aural-recognition requirements through discussion with appropriate personnel 
Practise and develop the aural recognition of music structures 
Adhere to conventions of language and terminology 
Seek feedback on skill development from appropriate personnel 
Identify personal strengths and weaknesses as a means of improving own work 
Evaluate overall effectiveness of learning methods in the development of aural-perception skills. 

Forms

Assessment Cover Sheet

CUSMLT302A - Develop and apply aural-perception skills
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:

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Date:

Assessment Record Sheet

CUSMLT302A - Develop and apply aural-perception skills

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: