Assessor Resource

CUSMLT403A
Analyse functional harmony

Assessment tool

Version 1.0
Issue Date: April 2024


Working musicians and songwriters apply the skills and knowledge outlined in this unit. At this level they are developing and applying a working knowledge of functional harmony and the related theoretical language of music to their own practice. Some guidance and support from mentors or teachers would usually be required.

More advanced harmonic-analysis skills are covered in:

CUSMLT602A Analyse harmony.

This unit describes the performance outcomes, skills and knowledge required to understand and use functional harmony.

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:

complete at least three harmonic analyses that demonstratesound understanding of functional harmony

apply sound reflective, critical-listening and communication skills in the context of analysing functional 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

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 functional harmony.

Guidance information for assessment

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

CUSMCP301A Compose simple songs or musical pieces

CUSMCP402A Develop techniques for composing music

CUSMLT303A Notate music

CUSMLT401A Notate music for performance.

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 literacy skills sufficient to:

interpret and clarify written and verbal instructions

respond positively to constructive feedback

articulate music analysis accurately and appropriately using appropriate conventions of music writing and nomenclature

use language appropriate to the intended audience

analytical skills sufficient to:

apply appropriate analytical methods of interpretation relevant to area of specialisation

retrieve and use appropriate resources to develop analysis

focus analysis on appropriate harmonic elements within compositions and/or performances

accurately identify a variety of scales, chord sequences and music systems, including rhythms, time signatures, beat patterns or other elements of musical organisation

initiative and enterprise skills in the context of empathising with the creative work of composers and performers

self-management and planning skills sufficient to:

prioritise work tasks

source information and reference material in a timely fashion

meet deadlines

seek expert assistance when problems arise

Required knowledge

well-developed understanding of music-related issues, including:

styles and genres, and musical forms and conventions relevant to analysis

music notation

techniques for discriminating music aurally to analyse music

repertoire relevant to chosen musical styles and genres

musical and cultural protocols

musical form and performance conventions

cultural circumstances of music performance and consumption

elements of musical organisation in relation to content of written work

technical processes and demands of composition and/or music performances

issues and challenges that arise in the context of analysing functional harmony

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:

composers

artists and performers

editors

writers

graphic designers

program or event managers

sound-production or recording personnel

producers

programmers

academic supervisors

teachers

mentors.

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

arrangements and arranging principles

research for:

performance

improvisation

academic purposes

written articles, program notes, criticism or marketing

educational purposes and materials

performance critiques.

Methodologies may include:

investigating the use conventions of notation and music nomenclature

investigating and using relevant theoretical principles

reflective listening

studying music notation examples, including specific scores and texts

performance analysis

studying the representation of music as symbols

transcribing and analysing musical examples

debating ideas

reviewing and incorporating ideas from relevant literature and methodologies

cross-referencing compositional and performance examples

practical application of functional harmony.

Elements of functional harmony may include:

chords and chord construction

harmonic progressions

keys and key centres

voice leading

substitution ideas and methods

intervals

cycle of fourths and fifths

accidentals

chord/scale relationships

tonal and atonal elements.

Musical examples may include:

traditional, including European classical or traditional music of any other cultures

all contemporary popular musical styles

jazz

world

country

folk.

Theoretical vocabulary may include musical devices and systems that relate to:

articulation

beat

chord/scale relationships

dissonance and consonance

dynamics

expression

form/structure

harmony, chords and progressions

interpretation

melody

nuance

ornamentation

phrasing

pitch

rhythm

scales

tempo

timbre/tone colour

time signatures

tonality.

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
Discuss with appropriate personnel the purpose and scope of the harmonic analysis 
Agree on own role in or contribution to the harmonic analysis 
Identify appropriate methodologies for analysing harmony in the context of the required task 
Identify the musical styles, genres or pieces to be analysed 
Clarify factors that may impact on the analysis, and plan accordingly 
Identify key signatures, accidentals and other harmonic indicators 
Identify chords and chord progressions 
Assess music pieces, recordings, compositions, written examples and/or performances to identify elements of functional harmony 
Identify a sufficient range of relevant harmonic and melodic elements to ensure that the analysis is comprehensive and to the required standard 
With assistance as required, identify the way in which the harmony functions within musical examples 
Investigate musical examples for the way harmonic elements are combined, manipulated and interpreted for aesthetic, technical and/or expressive outcomes 
Discuss aspects of work in progress with appropriate personnel and incorporate different angles or ideas into the analysis as required 
Apply knowledge of harmony and related theoretical vocabulary to the analysis in an appropriate way 
Ensure that all aspects of musical examples are analysed or described to the required standard of analysis 
Assist with the compilation of conclusions based on the harmonic analysis as required 
Seek feedback on own contribution to the analysis from appropriate personnel and note areas for future improvement 

Forms

Assessment Cover Sheet

CUSMLT403A - Analyse functional harmony
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

CUSMLT403A - Analyse functional harmony

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: