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

CUSMPF204A Mapping and Delivery Guide
Play music from simple written notation

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMPF204A - Play music from simple written notation
Description This unit describes the performance outcomes, skills and knowledge required to develop basic analytical skills to identify music notational conventions and to play music from simple written music notation. 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 Instrumentalists and vocalists apply the skills and knowledge outlined in this unit, which covers the different ways that music-reading skills are used in a performance context. More complex skills associated with reading and notating music are covered in:CUSMLT303A Notate music CUSMPF410A Perform music from written notation.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Performing arts - music performance
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: Explore conventions of music notation
  • Identify simple rhythmic, melodic and harmonic structures
  • Examine conventions of form and music structures
  • Recognise dynamics andexpression marks
       
Element: Perform notated music on an instrument
  • Develop reading skills through private practice
  • Interpret simple melodic and rhythmic structures as required
  • Interpret harmonic structures as required
  • Follow form and music structures as indicated
  • Interpret dynamics and expression marks appropriately
       
Element: Identify opportunities for further development of music-reading skills
  • Seek feedback from appropriate personnel to identify individual strengths and weaknesses and develop strategies to strengthen skills
  • In collaboration with appropriate personnel identify suitable repertoire for practising music-reading skills
  • Establish a plan for further development of music-reading skills
       


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:

recognise basic music structures

play music from basic written notation

adhere to the conventions of the selected music.

Context of and specific resources for assessment

Assessment must ensure:

access to a selection of notated music for exploration and performance

use of a musical instrument

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:

direct observation or video recording of the candidate playing music from written notation

authenticated audio recording of the candidate playing music from written notation

written or oral questioning to test knowledge of basic music conventions

third-party reports from formal practical music examinations.

Guidance information for assessment

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

CUSMPF201A Play or sing simple musical pieces

CUSMLT201A Develop and apply musical ideas and listening skills.

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

problem-solving skills sufficient to:

troubleshoot music-reading problems

plan work tasks in a logical sequence

planning and organisational skills sufficient to:

implement a private music practice strategy

work to set goals

initiative and enterprise skills in the context of interpreting expressive style appropriately from written music

self-management skills sufficient to:

work to personal goals

seek expert assistance when problems arise

manage private music practice

learning skills sufficient to:

improve techniques through practice

seek and respond positively to constructive feedback on own performance

literacy skills sufficient to read and understand relevant sources of information

technical skills sufficient to:

understand simple musical form in the selected specialisation

follow musical elements from written music

accurately analyse simple scales, chord sequences and music systems, rhythms, time signatures, and beat patterns of musical organisation relevant to specialisation from written music

Required knowledge

musicianship, including:

basic understanding of repertoire relevant to chosen musical specialisation

musical protocols and customs for reading written music

basic awareness of genres and styles, and their musical forms and conventions in written notation

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.

Rhythmic, melodic and harmonic structures may include:

key signatures

basic harmonic and melodic structures

grouping of simple rhythmic structures

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

note pitch

note duration

accidentals

chords.

Form and music structures may include:

bar lines

repeats

sign

coda

ties

rests

phrases

ornaments

popular music forms

jazz forms

classical forms.

Dynamics and expression marks may include:

tempo

volume

accents

phrasing

articulation

special effects.

Appropriate personnel may include:

teachers

mentors

musicians

bandleaders

music conductors

choir leaders.

Strategies may include:

music examinations

practice schedules

critical self-analysis

documenting weaknesses

formal written strategy.

Repertoire may include:

classical

jazz

popular music

church.

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 simple rhythmic, melodic and harmonic structures 
Examine conventions of form and music structures 
Recognise dynamics andexpression marks 
Develop reading skills through private practice 
Interpret simple melodic and rhythmic structures as required 
Interpret harmonic structures as required 
Follow form and music structures as indicated 
Interpret dynamics and expression marks appropriately 
Seek feedback from appropriate personnel to identify individual strengths and weaknesses and develop strategies to strengthen skills 
In collaboration with appropriate personnel identify suitable repertoire for practising music-reading skills 
Establish a plan for further development of music-reading skills 

Forms

Assessment Cover Sheet

CUSMPF204A - Play music from simple written notation
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

CUSMPF204A - Play music from simple written notation

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: