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:
mentor
coach
peer
performer
client.
Factors may include:
aural imagination
aural-perception skills
specialising in a particular style of music and establishing a niche for oneself
specialising in composing music for particular performance contexts, such as:
classical music ensemble
jazz ensemble
opera
defence force band
electronic dance music
ability to write lyrics
level of expertise in composing music using electronic media
ability to compose in a range of styles to suit different purposes, such as:
screen music
community music
dance theatre
musical theatre
interactive multimedia
advertising music
library music.
Techniques may include:
applying the theory and practice of harmony and counterpoint
composing heads as starting points for jazz improvisation
constructing phrasing techniques appropriate to the musical genre
evaluating the appropriate use of dynamics for various instruments
instrumentation
orchestration
generating workable rhythm section parts
contrary motion
writing parts
writing for different instruments
creating introductions and endings
using countermelodies
advanced melodic development
developing musical themes or motifs.
Criteria may include:
application of advanced harmonic, melodic and rhythmic concepts
increased level of expertise in composing music using electronic media
increased range of compositional techniques used
increased level of confidence in composing music for different purposes
audience response
increased positive feedback from clients, mentors and peers.
Networking strategies may include:
membership of industry and/or professional associations
participating in conferences or seminars
distributing personal marketing material to potential clients
maintaining regular contact with other composers
participating in online discussion groups.
Musical elements may include:
acoustics
aesthetic qualities
articulation
attack
beat
cultural context
duration
dynamics
expression
form
harmony/chords
instrumentation
interpretation
intonation
melody
notation
nuance
orchestration
ornamentation
phrasing
pitch
relationship to song lyrics
rhythm
scales
shape
sound production
suspensions
tempo
texture
timbre/tone colour
time signatures
tonality
transposition
unity and contrast
voicing
volume.
Format may be:
computer-based
paper-based.

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:
plan and monitor progress in own skill development
compose, in response to at least two briefs, a selection of musical pieces that demonstrate an advanced understanding of compositional techniques
apply well-developed aural skills to the composition process
work collaboratively with others involved in creating or performing the compositions
respond positively to constructive feedback on own compositions.
Context of and specific resources for assessment
Assessment must ensure:
access to an environment where music compositional skills can be applied
access to appropriate range of instruments relevant to the candidate's selected musical styles
access to industry-current software, hardware and audio equipment for composing, orchestrating and setting down music
access to scores relevant to the candidate's selected musical styles
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:
direct observation of the candidate composing musical pieces
process diary detailing practice planning, goals and strategies
written or oral questioning on professional development strategies, planning and career goals
relevant samples of artistic work with candidate's evaluation
authenticated details of relevant artistic and/or commercial achievements
written or oral questioning to assess candidate's understanding of musical elements and compositional techniques
case studies and scenarios as a basis for discussing issues about refining techniques for composing music.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.