Elements and Performance Criteria

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.

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.