CUSMLT201A - Develop and apply musical ideas and listening skills assessment tool

Assessor Resource

CUSMLT201A
Develop and apply musical ideas and listening skills

Assessment tool

Version 1.0
Issue Date: May 2024

This unit applies to people entering the music industry who need to engage with, reflect on and make informed judgements about music. It has application to potential composers, musicians, performers and sound technicians.

This work is undertaken under close supervision and guidance.

This unit describes the performance outcomes, skills and knowledge required to develop music knowledge by listening and responding to music.

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: apply information on, and ideas about, musical styles to day-to-day work activities check credibility and reliability of information maintain currency of information source information on musical styles.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current information sources, including recorded music in a range of styles and genres access to an environment where live music in a range of styles and genres can be actively and safely experienced access to an environment where musical ideas can be safely expressed access to appropriate technology to collect, download and store information 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 apply collected information to day-to-day work activities direct observation of the candidate expressing own musical ideas direct observation of the candidate listening to and distinguishing selected musical styles and ideas written or oral questioning to assess knowledge of selected musical styles.
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 skills sufficient to share information with colleagues and peers

research skills sufficient to locate and use relevant sources of information

literacy skills sufficient to read and understand relevant sources of information

planning and organisational skills sufficient to update, maintain and store information

technology skills sufficient to access/download information

Required knowledge

basic understanding of:

analytical and critical-listening skills

instruments used within selected musical styles

music history and terminology in selected musical styles

musical ideas expressed in selected musical styles

music structures, styles and forms

relationships between composers, performers, producers, recording engineers, critics and audiences in selected musical styles

technology used to produce and enhance music

work/background of successful composers, performers and producers in selected musical styles


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.
Musical styles may include:	classical/concert contemporary/art ethnic/traditional folk indigenous jazz music theatre popular/commercial rock world.
Appropriate people may include:	agents and artist managers artists, composers, musicians and performers colleagues and peers copyright and legal representatives current industry practitioners employee association and union representatives industry and industry association representatives information professionals legal representatives mentors musical directors professionals from allied areas record producers sound technicians.
Information sources may include:	attending music events, such as: conferences conventions festivals functions performances trade fairs chord charts, play lists and sheet music discussions with current industry practitioners educational activities, such as: master classes seminars symposiums training programs workshops electronic and print media, such as: articles journals magazines news reviews subscriptions government departments and publications industry associations and organisations industry publications, such as: information sheets reference books technical publications manuals internet libraries and archives, including text, film, video, sound, graphic and media musical competitions and awards peak copyright organisations personal observations and experience.
Context may include:	biographical information, such as: composers musicians performers record producers sound technicians cultural economic historical political social theoretical.
Music knowledge may include:	acoustic and electronic protocols chord patterns and keys chord and melodic formulae dynamics and volume instrumental and/or vocal styles instruments and tuning music conventions music history music marketability, e.g. commercial feasibility musical notation music structures, styles and forms musical terminology performance styles and customs repertoire and instrument knowledge scales, melody and themes simple music analyses solo and ensemble protocols texture and tone colours.

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
Actively listen to a range of recorded and live music performances in selected musical styles and discuss with appropriate people
Compare a range of musical styles using appropriate listening skills, musical terminology and information sources
Identify the repertoire of a range of musical styles using appropriate information sources and discuss with appropriate people
Listen to and identify musical ideas in a range of musical styles
Seek information on the context of musical ideas in one or more musical styles using appropriate information sources
Identify and develop own musical ideas and discuss with appropriate people
Apply musical ideas to own developing area of music practice and share with appropriate people
Identify and use a range of opportunities to develop music knowledge, ideas and listening skills
Maintain currency of own music knowledge using appropriate information sources
Check the credibility and reliability of information sources with appropriate people
Apply music knowledge to day-to-day activities to enhance quality of work performance

Forms

Assessment Cover Sheet

CUSMLT201A - Develop and apply musical ideas and listening skills

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

CUSMLT201A - Develop and apply musical ideas and listening skills

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:

Assessor Resource

CUSMLT201A Develop and apply musical ideas and listening skillsAssessment tool

Version 1.0 Issue Date: May 2024

Employability Skills

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

CUSMLT201A - Develop and apply musical ideas and listening skills

Assessment task 1: [title]

Assessment Record Sheet

CUSMLT201A - Develop and apply musical ideas and listening skills

CUSMLT201A
Develop and apply musical ideas and listening skills

Assessment tool

Version 1.0
Issue Date: May 2024