Assessor Resource

CUSMCP301A
Compose simple songs or musical pieces

Assessment tool

Version 1.0
Issue Date: May 2024


Songwriters and musicians apply the skills and knowledge described in this unit. The process of composition involves an understanding of musical styles and conventions and how and when to apply these. Alternatively, composers may wish to experiment with adapting styles to create a more original-sounding song or musical piece.

Skills associated with developing and applying an understanding of musical styles and genres are covered in:

CUSMLT202A Apply knowledge of music culture to music making

CUSMLT301A Apply knowledge of genre to music making.

Skills associated with using computer technology as the primary tool for composing musical pieces appropriate to this level are covered in:

CUSMCP303A Develop simple musical pieces using electronic media.

This unit describes the performance outcomes, skills and knowledge required to compose simple songs or musical pieces.

No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Employability Skills

This unit contains employability skills.



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

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:

compose simple songs or musical pieces for a specific purpose

apply music, repertoire and instrument knowledge

use musical elements and melody conventions.

Context of and specific resources for assessment

Assessment must ensure:

access to an environment where song-writing skills can be applied

access to appropriate range of instruments

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:

case studies to assess ability to use musical elements and melody conventions

direct observation of the candidate composing songs or musical pieces

authenticated samples of song-writing work with candidate's self-evaluation

written or oral questioning or interview to test knowledge of song-writing techniques

case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of composing songs or musical pieces.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

Required skills

communication and teamwork skills sufficient to:

discuss compositional requirements in a collaborative manner

respond positively to constructive feedback on own compositions

numeracy skills sufficient to determine duration of songs or musical pieces

listening skills in the context of:

using aural imagination when manipulating musical elements

applying aural-perception skills to improve compositional outcomes

initiative and enterprise skills in the context of experimenting with musical styles and elements

planning and organisational skills sufficient to:

gather information on musicalstyles, elementsandforms/structures

match repertoire to purpose of composition

learning skills sufficient to:

identify and use techniques to develop aural memory and imagination

continuously evaluate and adjust own work via critical listening

musical skills sufficient to:

use compositional techniques relevant to selected musical styles

use instruments and musical elements relevant to selected musical styles

Required knowledge

music knowledge sufficient to:

recognise chords and keys in tonal and/or other musical systems

understand and apply instrument tuning

understand scope and capacity of instruments for which compositions are developed

issues and challenges that typically arise in the context of composing songs or musical pieces

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.

Relevant personnel may include:

performer

client

marketing and promotions personnel

artist's agent

tutor

mentor.

Purpose of composition may be for:

specific artist

ensemble

music theatre

own personal development

corporate purposes

cultural purposes

marketing and promotion

educational purposes

special communities

special occasions

public and/or religious ceremonies

audio or video recordings for online products or interactive games.

Musical styles may include:

classical

contemporary:

blues

folk

gospel

country

electronic

heavy metal

hip hop

industrial

pop

punk

rap

reggae

rock

R&B

soul funk

emo

jazz:

contemporary

cool school

easy listening

fusion

swing

tin-pan alley

traditional.

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.

Musicalforms/structures may include:

air

binary

free/through-composed

mobile

rondo

sonata

strophic

ternary

variation

verse-chorus, i.e. combinations of verse, chorus, bridge and/or other contrasting sections, such as ABA, AABA, etc.

Format may be:

notated

computer-based

recorded.

Standard melody conventions may include:

diatonic

embellishments

harmonic rhythm

imitation

leap

melisma

phrase

pitch

repeated notes

sequence

step

turnaround

unison.

Copyright notice may include:

copyright symbol, followed by the name of the copyright owner and the year of first publication

for sound recordings, the letter P (for phonogram) in a circle or in brackets is used.

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
In consultation with relevant personnel, identify purpose of composing songs or musical pieces 
Identify musical styles, elements and forms/structures that might suit the purpose of the composition 
Discuss with relevant personnel how approaches that break away from conventional approaches might be applied 
Identify the range of instruments and playing techniques to suit the purpose of compositions 
Agree on format for final presentation of songs or musical pieces 
Apply standard melody conventions to compositions as required 
Identify climax points, harmonies and intervals to be used in the songs or musical pieces 
Align lyrics with the starting points, climaxes and cadence points of a song's melody as required 
Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece 
Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece 
Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece 
Seek feedback on work in progress from relevant personnel and refine compositions accordingly 
Apply copyright notice to the composition 
Present compositions in agreed format 

Forms

Assessment Cover Sheet

CUSMCP301A - Compose simple songs or musical pieces
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CUSMCP301A - Compose simple songs or musical pieces

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: