Unit of competency Outline

Date retreived
22/07/2026 6:03 PM AWST

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Develop and apply aural-perception skills

Develop and apply aural-perception skills

Unit of competency
National Code
CUSMLT302A
State Code
D2910
TGA Status
Replaced
DTWD Status
Replaced
Current Release Number
2.00
Current Release Date
02/11/2011
View on TGA
State Implementation and Classification
Approved Date
16/05/2014
Field of Education
100101 - Music
Original Release Date
16/05/2014
Nominal Hours
45
Description
This unit describes the performance outcomes, skills and knowledge required to aurally recognise simple structures and components of music and to discuss these with peers and other industry personnel.
Notes
Elements and Performance Criteria
1. Identify areas for aural skill development
  • 1.1 In consultation with appropriate personnel, plan development of aural-perception skills
  • 1.2 Investigate the uses of aural-perception and recognition skills
  • 1.3 Establish the rhythmic, melodic and harmonic music structures for recognition
  • 1.4 Nominate music genres and styles within which the structures are located
2. Develop methods for the aural recognition of music
  • 2.1 Examine conventions of language and terminology connected to relevant music structures
  • 2.2 Investigate ways of hearing music as well as listening for and naming relevant music structures
  • 2.3 Investigate music-writing conventions connected with aural skill development
  • 2.4 Explore rhythmic, melodic and harmonic structures connected with aural skill development
3. Practise aural recognition of music
  • 3.1 Identify aural-recognition requirements through discussion with appropriate personnel
  • 3.2 Practise and develop the aural recognition of music structures
  • 3.3 Adhere to conventions of language and terminology
4. Evaluate progress with the development of aural skills
  • 4.1 Seek feedback on skill development from appropriate personnel
  • 4.2 Identify personal strengths and weaknesses as a means of improving own work
  • 4.3 Evaluate overall effectiveness of learning methods in the development of aural-perception skills.
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:
teachers
mentors
arrangers
composers
music editors
musicians
bandleaders
music conductors
choir leaders.
Uses of aural-recognition and perception skills may include:
ability to identify and discuss music components with peers and other industry personnel
capacity to transcribe live or recorded music
appreciation of music subtleties and complexities
development of overall musicianship
assisting in the preparation of charts and other forms of notated music
access to new forms of music.
Music structures may include:
key signatures
harmonic and melodic structures
grouping of simple rhythmic structures
time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2
note pitch
note duration
accidentals
chords and chord progressions.
Music genres and styles may include:
classical
jazz
popular music
church
folk
world.
Conventions of language and terminology may relate to:
key signatures
harmonic and melodic structures
grouping of simple rhythmic structures
time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2
note pitch
note duration
accidentals
chords and chord progressions
bar lines
repeats
sign
coda
ties
rests
phrases
ornaments
popular music forms
jazz forms
classical forms.
Music-writing conventions may include:
manuscript layout
methods of notation
rehearsal figures
bar lines
ownership and copyright information.
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:
hear and recognise simple music structures accurately
adhere to the conventions of music language and terminology within selected styles.
Context of and specific resources for assessment
Assessment must ensure:
access to a selection of recorded or performed music for investigation and skill development
use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.
Method of assessment
The following assessment methods are appropriate for this unit:
direct observation or video recording of the candidate's ability to aurally recognise simple music structures
written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit and to assess the development of aural-perception skills.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMCP301ACompose simple songs or musical pieces
CUSMCP401A Develop techniques for arranging music
CUSMCP402A Develop techniques for composing music
CUSMLT303A Notate music
CUSMPF410A Perform music from written notation.
Replaced By
State Code National Code Title Type
AWI36 CUAMLT301 Develop and apply aural perception skills Unit of competency