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:
deconstruction of musical examples into theoretical component parts, including;
melodic, harmonic and rhythmic structures in music
technical components of music
expressive components of music
representation of new musical ideas
performance
composition
arranging
musical accompaniment
research for:
performance
improvisation
academic purposes
written articles, program notes, criticism or marketing
educational purposes and materials
performance commentary.
Methodologies may include:
reflective listening
study of 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
investigating and using relevant theoretical principles
practical application of principles of harmony.
Musical examples may include:
music pieces
scores or charts
compositions and improvisations
recordings
other written examples and/or performances
styles and genres may include:
folk and traditional music forms, including European classical or traditional music of any other culture
all contemporary popular musical styles
jazz
world
country.
Harmonic elements may include:
key signatures
melody
harmony/chords
tonality
scales
accidentals
ornamentation
suspensions
passing notes
form/structure
transposition
texture
style
genre
cultural context
relationship to text.
Theoretical vocabulary may include musical devices and systems that relate to:
pitch
melody
harmony, chords and progressions
scales
time signatures
tonality
chord/scale relationships
ornamentation
form/structure
rhythm
beat
tempo
timbre/tone colour
interpretation
expression
nuance
phrasing
articulation
dynamics
musical symbols:
staves and leger lines
clefs
key signatures
accidentals
symbols and terms indicating notes, chords and repeats
phrasing.

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:
complete at least three harmonic analyses that demonstratewell-developed understanding of harmonic theories and principles
apply harmonic analysis to own professional practice
apply well-developed analytical, reflective, critical-listening and communication skills in the context of analysing harmony.
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
opportunities to apply the analysis of harmony in a practical context
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 harmonic analyses 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 analysing harmony for a range of purposes
authenticated details of relevant commercial or other examples of harmonic analysis.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMCP502A Compose music for screen
CUSMCP601A Extend techniques for composing music
CUSMCP602A Extend techniques for arranging music
CUSMLT601A Analyse music
CUSWRT501A Write about music.