NTISthis.com

Evidence Guide: CUSMLT202A - Apply knowledge of music culture to music making

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

 

CUSMLT202A - Apply knowledge of music culture to music making

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

Apply information on the contexts of musical styles

  1. Seek information on the context of one or more musical styles using appropriate information sources
  2. Identify positive values in one or more musical styles using appropriate information sources
  3. Check the credibility and reliability of information sources with appropriate people
  4. Comply with copyright and cultural requirements when accessing information
  5. Apply information on musical styles to own music making
Seek information on the context of one or more musical styles using appropriate information sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify positive values in one or more musical styles using appropriate information sources

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Check the credibility and reliability of information sources with appropriate people

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Comply with copyright and cultural requirements when accessing information

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply information on musical styles to own music making

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain currency of own knowledge of music culture in Australian society

  1. Identify the repertoire of one or more musical styles in Australian society
  2. Seek information on the use of technology in one or more musical styles in Australian society
  3. Identify the challenges faced by musicians working in one or more musical styles in Australian society
  4. Seek information on the way in which one or more musical styles is/are portrayed in the media
  5. Seek information on further training and educational opportunities in one or more musical styles in Australian society
Identify the repertoire of one or more musical styles in Australian society

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information on the use of technology in one or more musical styles in Australian society

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the challenges faced by musicians working in one or more musical styles in Australian society

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information on the way in which one or more musical styles is/are portrayed in the media

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek information on further training and educational opportunities in one or more musical styles in Australian society

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Update and maintain information sources

  1. Update information sources on a regular basis
  2. Monitor changes in the use of technology
  3. Store information in an easily accessible format
  4. Share information with colleagues and peers
  5. Apply information on music culture to own music making
Update information sources on a regular basis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Monitor changes in the use of technology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Store information in an easily accessible format

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Share information with colleagues and peers

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply information on music culture to own music making

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:

source information on musical styles and culture

apply information to day-to-day work activities, including own music making

check credibility and reliability of information

maintain currency of information.

Context of and specific resources for assessment

Assessment must ensure:

access to a range of relevant and current information sources

access to appropriate technology to collect, download and store information

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 apply collected information to day-to-day work activities

direct observation of the candidate collecting and organising information on a selected musical style.

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 skills sufficient to share information with colleagues and peers

research skills sufficient to locate and use relevant sources of information

literacy skills sufficient to read and understand relevant sources of information

planning and organisational skills sufficient to update, maintain and store information

technology skills sufficient to access and download information from the internet

Required knowledge

basic understanding of:

relationships between composers, performers, producers, recording artists, songwriters, recording engineers, critics and audiences

social, cultural, historical and economic significance of a selected musical style in Australian society

technology used for producing and enhancing music in a selected musical style in Australian society

ways in which music is part of the culture of Australian society

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.

Context may include:

cultural significance

economic significance

historical significance

social significance.

Musical styles may include:

classical/concert

contemporary/art

ethnic/traditional

folk

indigenous

jazz

popular/commercial

rock

world.

Information sources may include:

archives

community organisations

discussions with current industry practitioners

government departments

industry associations and organisations

industry journals

internet

libraries

media archives

print and electronic media

museums and galleries

organisational policies and procedures

personal observations and experience

professional organisations

reference books

technical publications and manuals.

Values may include:

communicating cultural heritage and social change

encouraging and engaging creative thought and action

enhancing physical and mental states

enhancing relaxation and leisure time

improving concentration

arousing patriotism and nostalgia.

Appropriate people may include:

agents, artists' managers and industry managers

content experts

copyright representatives

current industry practitioners

employee association and union representatives

industry and industry association representatives

information professionals, e.g. libraries and museums

legal representatives.

Technology may include:

camera and projection equipment

computer technology

music production software and hardware

musical equipment and instruments

sound-editing software and hardware

sound-recording software and hardware

sound reinforcement equipment, such as:

microphones

amplifiers

speakers

mixers

consoles

cabling

sound transmission and the internet

video editing software and hardware.

Challenges may include:

audience perceptions and expectations

changing nature of the marketplace, including marketing and production of products and services

communicating with industry practitioners

feasibility and success in commercial markets

impact of the media:

perceptions and expectations of music journalists

positive and negative bias in media reports

shaping and reflecting contemporary culture

treatment of cultural values in media reports.