Extend techniques for composing music Evidence Guide

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Evidence Guide: CUSMCP601A - Extend techniques for composing music

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

CUSMCP601A - Extend techniques for composing music

What evidence can you provide to prove your understanding of each of the following citeria?

Set professional development goals

In consultation with appropriate personnel, listen to recordings of own compositions in the context of setting professional development goals
Discuss factors that contribute to excellence in music composition and incorporate them into professional development goals as appropriate
Listen to the work of master composers and consider techniques that could be applied to own practice
Establish criteria for monitoring and evaluating the success of own skill development
Develop a practice plan that incorporates realistic goals as a basis for refining composition techniques
Implement networking strategies to develop relationships that will assist in the process of enhancing own professional practice

In consultation with appropriate personnel, listen to recordings of own compositions in the context of setting professional development goals

Completed
Date:

Teacher:

Evidence:

Discuss factors that contribute to excellence in music composition and incorporate them into professional development goals as appropriate

Completed
Date:

Teacher:

Evidence:

Listen to the work of master composers and consider techniques that could be applied to own practice

Completed
Date:

Teacher:

Evidence:

Establish criteria for monitoring and evaluating the success of own skill development

Completed
Date:

Teacher:

Evidence:

Develop a practice plan that incorporates realistic goals as a basis for refining composition techniques

Completed
Date:

Teacher:

Evidence:

Implement networking strategies to develop relationships that will assist in the process of enhancing own professional practice

Completed
Date:

Teacher:

Evidence:

Use personal practice time to refine techniques

Seek feedback on and critically review a sample of own compositions in terms of how well they fulfilled their respective briefs
Experiment with ways of enhancing those compositions to produce better outcomes
Use opportunities to discuss revised compositions with peers and/or mentors and incorporate their critical feedback into continuous improvement strategies

Seek feedback on and critically review a sample of own compositions in terms of how well they fulfilled their respective briefs

Completed
Date:

Teacher:

Evidence:

Experiment with ways of enhancing those compositions to produce better outcomes

Completed
Date:

Teacher:

Evidence:

Use opportunities to discuss revised compositions with peers and/or mentors and incorporate their critical feedback into continuous improvement strategies

Completed
Date:

Teacher:

Evidence:

Compose music

Seek music compositional work that extends the range of own practice and helps to build confidence in own ability to respond to creative challenges
In response to briefs, generate a range of musical ideas or starting points and experiment with options for realising them
Discuss options with appropriate personnel and refine ideas as required
Apply a full 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 format by agreed deadline

Seek music compositional work that extends the range of own practice and helps to build confidence in own ability to respond to creative challenges

Completed
Date:

Teacher:

Evidence:

In response to briefs, generate a range of musical ideas or starting points and experiment with options for realising them

Completed
Date:

Teacher:

Evidence:

Discuss options with appropriate personnel and refine ideas as required

Completed
Date:

Teacher:

Evidence:

Apply a full range of compositional techniques to organise musical elements into working versions of musical pieces

Completed
Date:

Teacher:

Evidence:

Listen to work in progress with appropriate personnel and seek feedback on how well compositions meet creative and technical requirements

Completed
Date:

Teacher:

Evidence:

Incorporate ideas and suggestions into final compositions

Completed
Date:

Teacher:

Evidence:

As required, attend rehearsals or performance workshops where compositions are being played and make any necessary adjustments to compositions

Completed
Date:

Teacher:

Evidence:

Present all compositions in required format by agreed deadline

Completed
Date:

Teacher:

Evidence:

Evaluate own skill development

Compare work against previous compositions to assess development of techniques and ideas
Evaluate level of improvement in own compositional techniques against agreed criteria
Seek feedback on compositions from appropriate personnel and incorporate their suggestions and ideas into own continuous improvement strategies

Compare work against previous compositions to assess development of techniques and ideas

Completed
Date:

Teacher:

Evidence:

Evaluate level of improvement in own compositional techniques against agreed criteria

Completed
Date:

Teacher:

Evidence:

Seek feedback on compositions from appropriate personnel and incorporate their suggestions and ideas into own continuous improvement strategies

Completed
Date:

Teacher:

Evidence:

Assessed

Teacher: ___________________________ Date: _

Signature: ________________________________________________

Comments:

Instructions to Assessors

Evidence Guide


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: plan and monitor progress in own skill development compose, in response to at least two briefs, a selection of musical pieces that demonstrate an advanced understanding of compositional techniques apply well-developed aural skills to the composition process work collaboratively with others involved in creating or performing the compositions respond positively to constructive feedback on own compositions.
Context of and specific resources for assessment	Assessment must ensure: access to an environment where music compositional skills can be applied access to appropriate range of instruments relevant to the candidate's selected musical styles access to industry-current software, hardware and audio equipment for composing, orchestrating and setting down music access to scores relevant to the candidate's selected musical styles 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 of the candidate composing musical pieces process diary detailing practice planning, goals and strategies written or oral questioning on professional development strategies, planning and career goals relevant samples of artistic work with candidate's evaluation authenticated details of relevant artistic and/or commercial achievements written or oral questioning to assess candidate's understanding of musical elements and compositional techniques case studies and scenarios as a basis for discussing issues about refining techniques for composing music.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

discuss compositional requirements in a collaborative manner

respond positively to constructive feedback on own compositions

actively participate in industry and community networks as a way of extending own professional practice

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:

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

composing appropriately for the context of venues, sound forces and perceived audience taste

self-management and learning skills in the context of:

setting professional development goals

monitoring and evaluating effectiveness of own compositions

improving music composition techniques through experimentation and practice

planning 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

technology skills in the context of using music composition software at a working level of proficiency

Required knowledge

well-developed understanding of musicianship issues, including:

repertoire and music history relevant to area of specialisation

instrumentation and orchestration

musical protocols and customs for setting down music

genres and styles, and their musical forms and conventions in written notation

interpretation of chords, scales, melodies, forms, textures or other conventions found within music notation

options for using computer applications to notate music

reading and writing music using written music notation, such as acoustic and electronic scores, sheet music and chord charts

techniques for writing directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

issues and challenges that typically arise in the context of extending techniques for composing music

Range Statement


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:	mentor coach peer performer client.
Factors may include:	aural imagination aural-perception skills specialising in a particular style of music and establishing a niche for oneself specialising in composing music for particular performance contexts, such as: classical music ensemble jazz ensemble opera defence force band electronic dance music ability to write lyrics level of expertise in composing music using electronic media ability to compose in a range of styles to suit different purposes, such as: screen music community music dance theatre musical theatre interactive multimedia advertising music library music.
Techniques may include:	applying the theory and practice of harmony and counterpoint composing heads as starting points for jazz improvisation constructing phrasing techniques appropriate to the musical genre evaluating the appropriate use of dynamics for various instruments instrumentation orchestration generating workable rhythm section parts contrary motion writing parts writing for different instruments creating introductions and endings using countermelodies advanced melodic development developing musical themes or motifs.
Criteria may include:	application of advanced harmonic, melodic and rhythmic concepts increased level of expertise in composing music using electronic media increased range of compositional techniques used increased level of confidence in composing music for different purposes audience response increased positive feedback from clients, mentors and peers.
Networking strategies may include:	membership of industry and/or professional associations participating in conferences or seminars distributing personal marketing material to potential clients maintaining regular contact with other composers participating in online discussion groups.
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.
Format may be:	computer-based paper-based.

NTISthis.com

Evidence Guide: CUSMCP601A - Extend techniques for composing music

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSMCP601A - Extend techniques for composing music

Set professional development goals

Use personal practice time to refine techniques

Compose music

Evaluate own skill development

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _