Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUSMCP303A Mapping and Delivery Guide
Develop simple musical pieces using electronic media

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMCP303A - Develop simple musical pieces using electronic media
Description This unit describes the performance outcomes, skills and knowledge required to use electronic media to develop simple musical pieces.
Employability Skills Not applicable
Learning Outcomes and Application Musicians involved in the development of musical pieces apply the skills and knowledge outlined in this unit, which deals with the process of using computer-based technology as the primary development tool. They could be working alone or with other musicians in one or more musical styles.Skills associated with more complex music composition projects in this field are covered in:CUSMCP501A Compose music using electronic media.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites Not applicable
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities 		Slides
PPT 		Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Prepare to develop music using electronic media
  • Discuss with appropriate personnel the ways in which digital equipment can be used to develop music
  • Use practice sessions to explore the features of software applications and computer-based technology used to develop music
  • Confirm purpose of musical pieces to be developed with appropriate personnel
  • Identify appropriate musical styles, elements and forms/structures to suit the purpose of the musical pieces
  • Identify the range of instruments and playing techniques to suit the style/mood of the musical pieces
  • Identify standard melody conventions to be used in the musical pieces
       
Element: Develop simple musical pieces
  • Use electronic media to organise musical elements into working versions of musical pieces
  • Ensure that musical input maintains style of music being created
  • Listen to work in progress with appropriate personnel and seek feedback on how well the musical pieces meet creative and technical requirements
  • Incorporate ideas and suggestions into final pieces
  • Use notation features of software to set down musical pieces as required
  • Apply copyright notice to the song/musical piece with the name of the songwriter and year of first publication
  • Present all musical pieces in required file format by agreed deadline
       
Element: Evaluate own musical works
  • Compare work against previous musical pieces to assess development of techniques and ideas
  • Discuss strengths and weaknesses of musical works with appropriate personnel and identify strategies for improving own skills in developing music using electronic media
       


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:

develop a selection of simple musical works using electronic media

respond positively to constructive feedback on own musical works.

Context of and specific resources for assessment

Assessment must ensure:

access to an environment where music development skills can be applied

access to industry-current electronic media used to develop musical works

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:

case studies to assess ability to use musical elements and standard melody conventions

direct observation of the candidate developing musical pieces using electronic media

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 of issues and challenges that typically arise in the context of developing simple musical pieces using electronic media.

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, assignment, 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 musical requirements in a collaborative manner

respond positively to constructive feedback on own work

work collaboratively with others involved in the music development process

numeracy skills sufficient to determine duration of musical pieces

listening skills in the context of:

using aural imagination when manipulating musical elements

applying aural-perception skills to improve musical outcomes

initiative and enterprise skills sufficient to:

develop original and innovative approaches to developing music with electronic media

experiment with musical styles and elements to develop own style

planning, organising and self-management skills sufficient to:

gather information on musicalstyles, elementsandforms/structures

seek expert assistance when problems arise

prioritise work tasks

meet deadlines

demonstrate reliability in all agreed work commitments

learning skills sufficient to:

identify and use techniques to develop aural memory and imagination

continuously evaluate and adjust own work via critical listening

technology skills sufficient to:

use appropriate and current software and hardware for developing music

resolve operational problems with equipment or software and seek advice as required

Required knowledge

features of standard hardware and software tools/packages for developing and notating music

issues and challenges that typically arise in the context of developing music using electronic media

OHS principles of:

safe listening, including safeguards against hearing loss

using a computer and keyboard for periods of time

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:

performer

composer

sound engineer

client

marketing and promotions personnel

artist's agent

tutor

mentor.

Features may include:

virtual instruments

music notation

tracks:

drum

other instruments

harmonic progression

bass line

melodies

harmonies

recording and adding parts to tracks:

in real time

in step time

by importation from other sources

channels

file output formats

audio capture

MIDI support

loops

mixing:

delaying harmonies

adding or changing harmonies

introducing instrumental effects and distortion

adjusting balance, tone and intonation

adding sound elements and effects

note editing:

note on or off

note or pitch bend

control change

program change

keyboard after touch

modulation

pitch wheel

sequencing

changing velocity and volume

mastering

samples

specialist plug-ins.

Software applications may include:

Pro Tools

Logic

Cubase

Ableton Live

Reason

Nuendo

Garage Band

Digital Performer

Soundscape

Sonic Studio.

Purpose of musical pieces may be for:

computer game

screen production

music demo

specific performer or band

mood music as background to an event or function

own personal development.

Styles may include:

acoustic:

blues

folk

gospel

classical

contemporary:

country

electronic

heavy metal

hip hop

industrial

pop

punk

rap

reggae

rock

jazz

dance.

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.

Forms/structures may include:

air

binary

free/through-composed

mobile

rondo

sonata

strophic

ternary

variation

verse-chorus, i.e. combinations of verse, chorus, bridge and/or other contrasting sections, such as ABA, AABA, etc.

Standard melody conventions may include:

diatonic

embellishments

harmonic rhythm

imitation

leap

melisma

phrase

pitch

repeated notes

sequence

step

turnaround

unison.

Copyright notice may include:

copyright symbol, followed by the name of the copyright owner and the year of first publication

for sound recordings, the letter P (for phonogram) in a circle or in brackets is used.

File formats may include:

AIFF

AC3

WAV

WMA

MIDI

Real Audio

QuickTime

MP3.

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
Discuss with appropriate personnel the ways in which digital equipment can be used to develop music 
Use practice sessions to explore the features of software applications and computer-based technology used to develop music 
Confirm purpose of musical pieces to be developed with appropriate personnel 
Identify appropriate musical styles, elements and forms/structures to suit the purpose of the musical pieces 
Identify the range of instruments and playing techniques to suit the style/mood of the musical pieces 
Identify standard melody conventions to be used in the musical pieces 
Use electronic media to organise musical elements into working versions of musical pieces 
Ensure that musical input maintains style of music being created 
Listen to work in progress with appropriate personnel and seek feedback on how well the musical pieces meet creative and technical requirements 
Incorporate ideas and suggestions into final pieces 
Use notation features of software to set down musical pieces as required 
Apply copyright notice to the song/musical piece with the name of the songwriter and year of first publication 
Present all musical pieces in required file format by agreed deadline 
Compare work against previous musical pieces to assess development of techniques and ideas 
Discuss strengths and weaknesses of musical works with appropriate personnel and identify strategies for improving own skills in developing music using electronic media 

Forms

Assessment Cover Sheet

CUSMCP303A - Develop simple musical pieces using electronic media
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

CUSMCP303A - Develop simple musical pieces using electronic media

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: