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

CUSMCP501A Mapping and Delivery Guide
Compose music using electronic media

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMCP501A - Compose music using electronic media
Description This unit describes the performance outcomes, skills and knowledge required to compose a range of musical pieces using technology-based applications.No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Composers in all genres apply the skills and knowledge outlined in this unit. They could be creating music for a wide range of ensemble, band or solo performances, for such things as music theatre, corporate events, advertising, schools and computer games. Composers need well-developed aural-perception skills and sound understanding of the theory and practice of harmony and counterpoint, but those using electronic media as their primary composition tool must also have a high level of proficiency with electronic music equipment and software.This unit builds on skills covered in:CUSMCP303A Develop simple musical pieces using electronic media.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Performing arts - music composition
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: Keep up to date with technologies that can be used to compose music
  • Undertake research to keep abreast of developments in computer software and hardware relevant to music composition
  • Listen to recordings of music composed using electronic devices as a way of generating ideas in relation to own music practice
  • In consultation with appropriate personnel, identify factors that may have an impact on how electronic devices can be incorporated into the composition of planned pieces
       
Element: Generate ideas for musical pieces
  • Clarify scope of composition brief with appropriate personnel
  • Prepare a plan for completing work in line with the requirements of the brief and negotiate a contract as required
  • Brief other people involved in the composition project as required
  • Use features of relevant software and/or electronic devices to generate a range of musical ideas or starting points and experiment with options for realising them
  • Investigate the potential of basic structural elements for achieving the desired effect
  • Discuss options with appropriate personnel and refine ideas as required
       
Element: Create musical pieces
  • Use electronic media to apply a 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 file format by agreed deadline
       
Element: Evaluate own musical compositions
  • Identify criteria to provide an effective measure of the success of own compositions
  • Compare work against previous compositions to assess development of techniques and ideas
  • Discuss strengths and weaknesses of compositions with appropriate personnel and identify strategies for improving own skills in composing 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:

compose a selection of musical pieces using electronic media in response to at least two briefs

apply well-developed aural skills to the composition process

work collaboratively with others involved in creating or performing the compositions.

Context of and specific resources for assessment

Assessment must ensure:

access to an environment where music compositional skills can be applied

access to industry-current software, hardware and audio equipment for composing, orchestrating and setting down 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 work plans prepared by the candidate

direct observation of the candidate composing musical pieces using electronic media

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

undertake research into development of computer technologies relevant to music composition

discuss compositional requirements in a collaborative manner

document plans for compositional projects

respond positively to constructive feedback on own performance

literacy skills sufficient to read and understand software user manuals

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:

using technology as a creative tool to compose music

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

learning skills sufficient to keep up to date with new versions of software applications relevant to composing music

planning, self-management 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

problem-solving skills sufficient to plan for contingencies

technology skills sufficient to use industry-standard software applications and computer hardware relevant to composing music

Required knowledge

industry knowledge including:

musical terminology, systems, elements and genres

group and solo performance protocols and customs

instrumentation and orchestration

musical protocols and customs for setting down music

features of a range of hardware and software tools/packages for composing music and generating music scores

fusion of music technology and music composition

copyright issues associated with composing music

issues and challenges that typically arise in the context of composing 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.

Undertaking research may involve:

keeping abreast of industry trends through:

searching the internet

reading industry publications

attending trade shows

participating in conferences and master classes

participating in online discussion forums.

Software applications may include:

Pro Tools

Logic

Cubase

Ableton Live

Reason

Nuendo

Garage Band

Digital Performer

Soundscape

Sonic Studio.

Appropriate personnel may include:

client

software developer and programmer

performer

ensemble member

presenter

musical director

production manager

sound engineer

designer:

sound

lighting

special effects

computer games

artist's agent

tutor

mentor.

Factors may include:

client's expectations

purpose of composition, such as music being composed for:

live performances

film/TV productions

online products

interactive games

availability of appropriate technological/software resources

own level of expertise in using relevant computer software and hardware

available budget

intellectual property

technical parameters, including:

technology constraints

console

platform

bandwidth

memory/RAM

timelines.

Scope of composition brief may include:

purpose

number of musical pieces required

duration of pieces

musical genre

range of virtual instruments to be included in composition

any specialists required

collaboration required with other creative and operational personnel, such as:

film/TV directors and producers

sound editors and other post-production personnel

sound recordists

game designers

budget

preferred software application to be used

evaluation and review requirements

timeline

final format for compositions.

Aspects to be covered in the work plan may include:

duration, general vision for and scope of the composition material

text and any associated collaboration required

timelines

budget

technological resources required for the work

timetable that allows for unexpected developments and contingencies

communication plan that ensures ongoing discussion and confirmation of the music being composed

plan of music components and any text components

map that clearly indicates duration requirements for sections of the work.

Aspects to be covered in a contract may include:

milestones and payment schedule

materials and facilities provided by both parties

responsibilities of both parties

role of any subcontracted personnel

process for negotiating variations to the contract.

Briefing others may involve:

allocating work in line with project requirements

providing specifications

agreeing on standards of work and monitoring procedures

providing technical and financial information

agreeing on payment schedules

discussing reporting mechanisms and arrangements for dealing with contingencies

negotiating process for providing feedback on work in progress.

Compositional techniques may include:

applying the theory and practice of harmony and counterpoint

composing heads as starting points for jazz improvisation

instrumentation

generating workable rhythm section parts

writing note combinations that sound good to the ear

contrary motion

writing parts

creating introductions and endings

using countermelodies

re-harmonising chord progressions

developing musical themes or motifs.

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.

File formats may include:

DAT

AIFF

AC3

WAV

broadcast WAV format (BWF)

WMA

MIDI

OGG

advanced audio coding (AAC)

Apple Lossless

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
Undertake research to keep abreast of developments in computer software and hardware relevant to music composition 
Listen to recordings of music composed using electronic devices as a way of generating ideas in relation to own music practice 
In consultation with appropriate personnel, identify factors that may have an impact on how electronic devices can be incorporated into the composition of planned pieces 
Clarify scope of composition brief with appropriate personnel 
Prepare a plan for completing work in line with the requirements of the brief and negotiate a contract as required 
Brief other people involved in the composition project as required 
Use features of relevant software and/or electronic devices to generate a range of musical ideas or starting points and experiment with options for realising them 
Investigate the potential of basic structural elements for achieving the desired effect 
Discuss options with appropriate personnel and refine ideas as required 
Use electronic media to apply a 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 file format by agreed deadline 
Identify criteria to provide an effective measure of the success of own compositions 
Compare work against previous compositions to assess development of techniques and ideas 
Discuss strengths and weaknesses of compositions with appropriate personnel and identify strategies for improving own skills in composing music using electronic media 

Forms

Assessment Cover Sheet

CUSMCP501A - Compose music 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:

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Assessment Record Sheet

CUSMCP501A - Compose music 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:

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