Assessor Resource

CUSMLT502A
Apply concepts about the impact of music to professional practice

Assessment tool

Version 1.0
Issue Date: May 2024


Performing musicians and composers, as well as music promoters, marketers and managers, require in-depth understanding of the function of music in society, particularly in relation to the cultural significance of music in the lives of individuals and groups. This knowledge could be applied in the context of measuring the cultural and commercial value of music as a precursor to placing music products in the market place.

This unit describes the performance outcomes, skills and knowledge required to analyse and apply concepts about the social significance of music to one's own professional practice.

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:

demonstrate well-developed analytical, reflective and communication skills

understand the historical contexts, social functions and circumstances of music making and consumption in society

apply the above knowledge to own professional practice.

Context of and specific resources for assessment

Assessment must ensure:

access to sources of information on the history, social significance and function of music

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 candidate's exploration of music and its social significance, demonstrated through discussion and written or oral presentation

written or oral questioning to assess knowledge of music in historical and contemporary contexts.

Guidance information for assessment

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

CUSIND501A Apply music knowledge and artistic judgement

CUSWRT501A Write about music.

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

well-developed written and oral communication skills in the context of discussing, exploring, interpreting and presenting ideas about music with and for others

analytical skills in the context of interpreting information dealing with potentially complex ideas relating to the cultural manifestations of music

research and data-gathering skills sufficient to source, collect, collate and organise relevant information

learning skills in the context of:

reflective learning for self

contributing to the learning of others through discussion

applying knowledge to enhance own professional practice

Required knowledge

awareness of the social significance of music at different points in history and in different cultural scenarios

awareness of broader contemporary contexts and perspectives relating to music making and music consumption in society

sources of information relating to the history and social significance of 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.

Sources of information may include:

music performances and recordings

music collectives

funding bodies

music performance venues

community organisations

friends, family, work colleagues and peers

industry practitioners

online databases

media archives

printed references and texts, e.g. books and journals

other media sources, such as:

radio

television

DVDs

videos

educational institutions

libraries.

Ways in which music impacts on people's social and working lives

may include:

developing a sense of identity and community

facilitating social contact

improving quality of life

therapeutic and/or healing properties

enriched inner or spiritual life

intellectual stimulation

relaxation and recreation

expressive qualities and capacities

aesthetic and/or literal communication

music's capacity to reflect cultural value systems

aural transmission of knowledge and wisdom

representation of innovation and new ideas.

Fields may include:

visual/fine arts

other performing arts

anthropology

ethnomusicology

social sciences

humanities

product marketing.

Relevant personnel may include:

composers

artists and performers

broadcasters

writers and journalists

program or event managers

sound-production or recording personnel

record companies

directors

producers

programmers

academic supervisors

production managers

music promoters, agents and marketers

advertising agencies.

Opportunities may include:

attending seminars

participating in creative activities

reviewing and adapting own communication skills

using new approaches to work

working in creative communities

developing marketing plans for new music products.

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
Identify relevant sources of information on the history and social significance of music 
Investigate and review different definitions of music and how these relate in historical and cultural contexts 
Explore the relationships and synergies between music and culture over time 
Compare and assess the different ways individuals and groups have performed, composed and presented music over time 
Explore ways in which music impacts on people's social and working lives 
Investigate and evaluate the different social and cultural functions of music 
Investigate and evaluate the role played by music in other fields of human endeavour 
Extract key information and ideas about the history and social significance of music 
Compare and evaluate alternative perspectives and views on music 
Discuss and present ideas about music fully and constructively with relevant personnel 
Reflect on how information and ideas might be integrated into own life and work, and set personal goals for doing so 
Identify and access opportunities to enhance own professional practice in light of knowledge gained 

Forms

Assessment Cover Sheet

CUSMLT502A - Apply concepts about the impact of music to professional practice
Assessment task 1: [title]

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

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Result: Competent Not yet competent

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Assessment Record Sheet

CUSMLT502A - Apply concepts about the impact of music to professional practice

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

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