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.
Sources of information may include:
music performances and recordings
music collectives
funding bodies
music performance venues
community organisations
friends, family, work colleagues and peers
industry practitioners
online databases
media archives
printed references and texts, e.g. books and journals
other media sources, such as:
radio
television
DVDs
videos
educational institutions
libraries.
Ways in which music impacts on people's social and working lives
may include:
developing a sense of identity and community
facilitating social contact
improving quality of life
therapeutic and/or healing properties
enriched inner or spiritual life
intellectual stimulation
relaxation and recreation
expressive qualities and capacities
aesthetic and/or literal communication
music's capacity to reflect cultural value systems
aural transmission of knowledge and wisdom
representation of innovation and new ideas.
Fields may include:
visual/fine arts
other performing arts
anthropology
ethnomusicology
social sciences
humanities
product marketing.
Relevant personnel may include:
composers
artists and performers
broadcasters
writers and journalists
program or event managers
sound-production or recording personnel
record companies
directors
producers
programmers
academic supervisors
production managers
music promoters, agents and marketers
advertising agencies.
Opportunities may include:
attending seminars
participating in creative activities
reviewing and adapting own communication skills
using new approaches to work
working in creative communities
developing marketing plans for new music products.

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 well-developed analytical, reflective and communication skills
understand the historical contexts, social functions and circumstances of music making and consumption in society
apply the above knowledge to own professional practice.
Context of and specific resources for assessment
Assessment must ensure:
access to sources of information on the history, social significance and function of music
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 candidate's exploration of music and its social significance, demonstrated through discussion and written or oral presentation
written or oral questioning to assess knowledge of music in historical and contemporary contexts.
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
CUSWRT501A Write about music.