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Evidence Guide: CUSMLT601A - Analyse 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!

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CUSMLT601A - Analyse music

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

Clarify analysis requirements

  1. Discuss with appropriate personnel the purpose and scope of the music analysis
  2. Identify appropriate methodologies for analysing music in the context of the required task
  3. Identify the musical styles, genres or pieces to be analysed
  4. Clarify timelines for completion of analysis and factors that may impact on the analysis
Discuss with appropriate personnel the purpose and scope of the music analysis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate methodologies for analysing music in the context of the required task

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the musical styles, genres or pieces to be analysed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Clarify timelines for completion of analysis and factors that may impact on the analysis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify aesthetic and expressive elements of music

  1. Assess musical examples to determine the overall style and character of the music
  2. Analyse musical elements for their expressive, aesthetic and technical qualities
  3. Identify a sufficient range of functional musical elements to ensure that the analysis is accurate and comprehensive
  4. Discuss aspects of work in progress with peers and incorporate different angles or ideas into the analysis as appropriate
Assess musical examples to determine the overall style and character of the music

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse musical elements for their expressive, aesthetic and technical qualities

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a sufficient range of functional musical elements to ensure that the analysis is accurate and comprehensive

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss aspects of work in progress with peers and incorporate different angles or ideas into the analysis as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Convey the musical analysis

  1. Apply knowledge of music and related music vocabulary to the analysis in an appropriate way
  2. Ensure that all aspects of the musical examples are analysed or described to provide the required style and standard of analysis
  3. Compile or synthesise conclusions of the musical analysis in the required format within agreed timelines and in a manner suited to the target audience
  4. Seek feedback on analysis from appropriate personnel and adjust conclusions as required
  5. Evaluate analysis process and note areas for future improvement
Apply knowledge of music and related music vocabulary to the analysis in an appropriate way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that all aspects of the musical examples are analysed or described to provide the required style and standard of analysis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compile or synthesise conclusions of the musical analysis in the required format within agreed timelines and in a manner suited to the target audience

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on analysis from appropriate personnel and adjust conclusions as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate analysis process and note areas for future improvement

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:

complete at least three musical analyses that demonstratewell-developed understanding of the systems and musical elements being analysed

apply musical analysis to own professional practice

apply well-developed analytical, reflective, critical-listening and communication skills in the context of analysing music.

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

opportunities to apply the analysis of harmony in a practical context

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 analyses 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 analysing music for a range of purposes

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

Guidance information for assessment

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

CUSIND501A Apply music knowledge and artistic judgement

CUSMCP601A Extend techniques for composing music

CUSMCP602A Extend techniques for arranging music

CUSMLT502A Apply concepts about the impact of music to professional practice

CUSMLT602A Analyse harmony

CUSWRT501A Write about music.

Required Skills and Knowledge

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 music analysis accurately and appropriately using appropriate conventions of music writing and nomenclature

read music

use language appropriate to the intended audience

analytical skills sufficient to:

apply appropriate analytical methods of interpretation relevant to area of specialisation

retrieve and use appropriate resources to develop analysis

focus analysis on appropriate musical elements within compositions and/or performances

accurately analyse a variety of scales, chord sequences and music systems, including rhythms, time signatures, beat patterns or other elements of musical organisation

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

Required knowledge

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

styles and genres, and musical forms and conventions relevant to analysis

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 writing and talkingabout music

writing and communication principles for the relevant medium

written and aural-presentation techniques for the relevant medium

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:

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 for analysis may include:

reflective listening

study of 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 may include:

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

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.