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

CUSMLT402A Mapping and Delivery Guide
Articulate ideas about music

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMLT402A - Articulate ideas about music
Description This unit describes the performance outcomes, skills and knowledge required to explore the aesthetic, technical and expressive characteristics of music.
Employability Skills Not applicable
Learning Outcomes and Application Working musicians, music writers, music performance curators, and festival and concert programmers apply the skills and knowledge outlined in this unit. At this level they require a sound awareness of aesthetics in music as they continue to develop an artistic sensibility in their professional practice. A deep appreciation of music is essential, along with skills in aural discrimination and artistic judgement. More advanced music-appreciation skills are covered in:CUSMLT601A Analyse music.
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: Clarify scope of music exploration
  • Discuss with appropriate personnel the purpose and scope of the music study
  • Identify appropriate methodologies for exploring and understanding the aesthetic, technical and expressive aspects of music
  • Identify musical styles, genres or pieces to be examined
  • Clarify timelines for completion of study and factors that may impact on it
       
Element: Identify aesthetic and expressive elements of music
  • Assess musical examples to determine the overall style and character of the music
  • Investigate musical elements for their expressive, aesthetic and technical qualities
  • Identify a sufficient range of musical elements to ensure that the analysis is accurate and comprehensive
  • Discuss aspects of work with peers and incorporate different perspectives or ideas about music as appropriate
       
Element: Convey ideas about music
  • Apply knowledge of the aesthetic, technical and expressive characteristics of music and related music vocabulary in an appropriate way
  • Ensure that the aspects of musical examples are described to the required style and standard
  • Compile and clearly articulate ideas about music in the required format within agreed timelines and in a manner suited to the target audience
  • Seek feedback on developed music perspectives from appropriate personnel and adjust conclusions as required
  • Evaluate the processes followed for exploring and understanding ideas about music and note areas for future improvement
       


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 sound understanding of the aesthetic, technical and expressive characteristics of music

apply analytical, reflective, critical-listening and communication skills in the context of exploring and articulating ideas about music

present the findings of a study of musical examples in an appropriate way.

Context of and specific resources for assessment

Assessment must ensure:

access to printed scores or recorded performances as required by the specialisation to be assessed

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 musical studies completed by the candidate

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 arise in the context of exploring and understanding music for a range of purposes

authenticated details of relevant commercial or other examples of musical analysis.

Guidance information for assessment

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

CUSMLT403A Analyse functional harmony

CUSIND501A Apply music knowledge and artistic judgement

CUSMLT502A Apply concepts about the impact of music to professional practice

CUSWRT501A Write about music.

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 literacy skills sufficient to:

interpret and clarify written and verbal instructions

discuss music and musical ideas with peers

respond positively to constructive feedback

articulate ideas about music accurately and appropriately using appropriate conventions of music writing and nomenclature

read music

use language appropriate to the intended audience

analytical skills sufficient to:

retrieve and use appropriate resources to develop analysis

focus study on appropriate musical elements within compositions and performances

initiative and enterprise skills in the context of empathising with the creative work of composers and performers

self-management and planning skills sufficient to:

prioritise work tasks

source information and reference material in a timely fashion

meet deadlines

seek expert assistance when problems arise

Required knowledge

well-developed understanding of music-related issues, including:

styles and genres, and musical forms and conventions relevant to music exploration

music notation

techniques for discriminating music aurally to analyse music

repertoire relevant to chosen musical styles and genres

musical and cultural protocols

musical form and performance conventions

cultural circumstances of music performance and consumption

elements of musical organisation in relation to content of written work

technical processes and demands of composition and/or music performances

issues and challenges that arise when developing an understanding of music

written, aural-presentation and communication techniques for the relevant medium

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:

authors

composers

artists and performers

broadcasters

editors

writers

graphic designers

program or event managers

sound-production or recording personnel

record companies

directors

producers

programmers

academic supervisors

production managers

music promoters, agents and marketers.

Purpose and scope may include:

analysis to determine the music's:

aesthetic qualities

technical qualities

expressive qualities

capacity for aesthetic and/or literal communication

creative and innovative qualities

expression of new ideas

capacity to reflect value systems

capacity for the aural transmission of knowledge and wisdom

research for:

performance

improvisation

academic purposes

written articles, program notes, criticism or marketing

educational purposes and materials

performance commentary

written or electronic media programs, presentations or live events.

Methodologies may include:

reflective listening

studying music notation examples, including specific scores and texts

performance analysis

studying the representation of music as symbols

transcribing and analysing musical examples

investigating the use of conventions of notation and music nomenclature

debating ideas

reviewing and incorporating ideas from relevant literature and methodologies

cross-referencing compositional and performance examples.

Musical examples may include:

music pieces

scores or charts

compositions and improvisations

recordings

other written examples and/or performances

styles and genres, such as:

folk and traditional music forms, including European classical or traditional music of any other cultures

all contemporary popular musical styles

jazz

world

country.

Musical elements may include:

acoustics

aesthetic qualities

articulation

beat

cultural context

dynamics

expression

form/structure

genre

harmony/chords

instrumentation

interpretation

melody

notation

nuance

ornamentation

phrasing

pitch

relationship to text

rhythm

scales

sound production

style

tempo

texture

timbre/tone colour

time signatures

tonality.

Music vocabulary may relate to elements, such as:

specialised knowledge of repertoire

specialised knowledge of artists

critical-listening skills

artistic judgement

music history

performance practice in a range of styles and customs

music technology

music texts

aural recognition and comprehension of musical devices and systems, including:

melody

harmony

timbre

attack

pitch

tempi

dynamics

expression

physics of music and sound production

technical requirements for a range of instruments in a range of musical styles and performance contexts

aural imagination and innovation

musical styles and genres.

Target audiences may include:

peers and colleagues

authors

composers

artists and performers

editors

program or event managers

sound-production or recording personnel

record companies

directors

producers

media programmers

academic supervisors

production managers

tutors and teachers

mentors

presenters

general public.

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 purpose and scope of the music study 
Identify appropriate methodologies for exploring and understanding the aesthetic, technical and expressive aspects of music 
Identify musical styles, genres or pieces to be examined 
Clarify timelines for completion of study and factors that may impact on it 
Assess musical examples to determine the overall style and character of the music 
Investigate musical elements for their expressive, aesthetic and technical qualities 
Identify a sufficient range of musical elements to ensure that the analysis is accurate and comprehensive 
Discuss aspects of work with peers and incorporate different perspectives or ideas about music as appropriate 
Apply knowledge of the aesthetic, technical and expressive characteristics of music and related music vocabulary in an appropriate way 
Ensure that the aspects of musical examples are described to the required style and standard 
Compile and clearly articulate ideas about music in the required format within agreed timelines and in a manner suited to the target audience 
Seek feedback on developed music perspectives from appropriate personnel and adjust conclusions as required 
Evaluate the processes followed for exploring and understanding ideas about music and note areas for future improvement 

Forms

Assessment Cover Sheet

CUSMLT402A - Articulate ideas about music
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

CUSMLT402A - Articulate ideas about music

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: