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.
Educational principles may include:
cognitive development
motivation and learning psychology
provision of routine opportunities for learners to have their compositions performed for an audience
ensuring that content and structure of learning programs are appropriate to age, musical aspirations and skill levels of learners
constructive feedback to learners on an ongoing basis throughout learning programs.
Facilitating the development of listening skills may involve:
exercises to develop learners' ability to work with musical materials
encouraging learners to listen critically to their own and others' compositions to stimulate creative possibilities
assisting learners to understand and use appropriate terminology
integrating the learning of relevant musical symbols and concepts into learners' creative work
motivating learners to use compositional techniques from a range of musical contexts and conventions
encouraging learners to discuss the balance of unity and contrast in their own and others' creative work
using experiential learning methods to impart theoretical aspects of composition.
Listening skills may include:
instrument tuning
listening to adjust the sound in solo or group performance
aural imagination to develop musical materials and to assist learners to develop musical ideas
understanding music systems and practices relevant to area of specialisation
chords and keys in tonal or other musical systems relevant to area of specialisation.
Techniques may include:
facilitating an understanding of the technical resources of acoustic and electronic sound sources
developing skills in music notation/recording to allow creative development and communication of ideas
assisting learners to use vocabulary appropriate to their needs, aspirations and contexts.
Music knowledge may include:
repertoire
music history
instrument knowledge
music analyses and research
musical forms, systems, practices and customs
using written music notation to read and write music, such as:
acoustic and electronic scores
sheet music
chord charts
interpretation and/or writing of directions for:
instrumentation
voicing
expression
timbre
attack
pitch
tempi
dynamics
music writing, copying, arranging or editing
sight reading
improvisation
setting down musical compositions for performance.
Techniques to develop learners' creative potential may include:
using technology and practical performance to stimulate aural imagination
experimentation
assisting learners to develop the habit of constant critical listening to their own work to assess their own creative development
exploring ideas in a range of cultures and arts as a way of inspiring creative imagination
participating in networks to discuss creative ideas with other composers and performers.
Business skills may include:
typical requirements of a compositional brief
responding to a brief
liaising with clients
developing realistic timelines
costings and budgeting
technical production contingencies.

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 high-level music composition skills and knowledge
develop music composition skills in others
plan and offer learning programs appropriate to the needs of learners and their level of musical development
develop music literacy and aural skills relevant to music composition.
Context of and specific resources for assessment
Assessment must ensure:
access to relevant equipment
access tolearners
access to appropriate teaching facilities
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 learning programs, lesson plans and resources prepared by the candidate
observation or video recordings of tuition sessions conducted 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 about issues and challenges that arise in the context ofproviding tuition in music composition.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
BSBMGT617A Develop and implement a business plan
CUSIND401A Develop specialist expertise in the music industry
CUSLED501A Provide instrumental or vocal tuition
CUSMCP601A Extend techniques for composing music
CUSMCP503A Prepare compositions for publishing
CUSMLT602A Analyse harmony.