Assessor Resource

CUSMPF304A
Make a music demo

Assessment tool

Version 1.0
Issue Date: May 2024


The production of music demos in audio or video formats is a common way for musicians and songwriters to promote their work to the public, record companies and media outlets.

Individual musicians or band members apply the skills and knowledge outlined in this unit. In this role they organise the recording of music demos, which is a highly collaborative process involving both creative and technical personnel. An understanding of potential avenues for distribution of the final product is essential.

Skills associated with the technical side of recording a demo are covered in:

CUSSOU302A Record and mix a basic music demo.

This unit describes the performance outcomes, skills and knowledge required to plan and produce a music demo.

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:

plan the production of at least two music demos

contribute to decision-making about the final sound of the music demo

work collaboratively on the production of a music demo.

Context of and specific resources for assessment

Assessment must ensure:

access to recording equipment and post-production computers and software

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 or video recording of the candidate in recording sessions

evaluation of demo recording plans developed by the candidate

evaluation of authenticated demo recordings made 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 associated with producing music demos.

Guidance information for assessment

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

CUSMPF302A Prepare for performances

CUSMPF401A Rehearse music for group performances

CUSIND301A Work effectively in the music industry

CUSIND302A Plan a career in the creative arts industry.

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:

clearly articulate ideas about the music demo to those involved in the recording process

negotiate changes and refinements to the recording in a collaborative manner

work constructively with creative and technical personnel involved in the recording

initiative and enterprise skills in the context of devising the most appropriate repertoire for the music demo

planning and organisational skills sufficient to develop and implement a plan for producing a music demo

self-management skills sufficient to:

achieve personal goals in relation to the music demo

seek expert assistance when problems arise

arrive on time to recording sessions

problem-solving skills sufficient to:

assist with troubleshooting technical and artistic problems associated with the music demo project

improve recording techniques

Required knowledge

sound understanding of music-related issues, including:

styles, genres, musical forms and conventions relevant to the music demo

musical and cultural protocols

musical performance conventions

elements of musical organisation in relation to content of the demo recording

recording procedures

characteristics and potential of different file formats for editing, production and distribution of the music demo

issues and challenges that arise when making a music demo

OHS issues as they relate to recording sessions

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.

Purpose may include:

pitching a product at record labels

pursuing work at live music venues

getting work via live music or advertising agencies

getting air play on media outlets

accompanying a funding application

uploading onto music and/or social networking websites

developing media for band or solo artist websites

supporting applications for study and/or remote auditions

expanding a music portfolio

documenting a music project or other creative body of work.

Appropriate personnel may include:

artists, musicians and performers

audio and sound engineers

broadcasters

producers

post-production personnel

program managers

camera operators.

Method may include:

live to two-track stereo

live multi-tracking

multi-tracking with click

combination live recording and prerecorded samples

recording to analogue tape

recording to hard disk or digital tape

remixing existing music

video

using music production software for mixing and mastering.

Format may include:

compact disc (CD)

audio file formats for upload and distribution within virtual environments and/or onto relevant media players, such as:

MP3

WAV

AIFF

audiotape

video:

digital (high resolution)

digital (compressed for online environment)

analogue.

Roles and responsibilities may include:

recording engineer

mixing engineer

mastering engineer

musician

composer and/or songwriter

music software production specialist

producer

project manager

artist manager

venue owner or manager

studio owner or manager

promoter.

Factors may include:

budget

timelines

availability of personnel, including:

musicians

sound recordists

sound mixers

post-production personnel

promotional materials

distribution strategies

recording location, including:

live music venue

recording studio

private residence

rehearsal requirements

number of recording sessions required

equipment requirements

hire of equipment or venue

instruments

props

costumes

make-up.

Equipment may include:

condenser and/or dynamic microphones

computer and recording software

audio interface - DI converters

tape machines

microphone stands and clips

mixing and mastering software

microphone and other leads

power supplies

hard disk recorder and/or external disk drive.

Conventions may include:

lead-in procedures

verbal cues

visual cues

for video recordings:

avoiding mannerisms that detract from the performance

using appropriate spontaneous or rehearsed stage movements

maintaining appropriate eye contact with cameras

acknowledging other performers.

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
Identify the purpose of the music demo 
Discuss with appropriate personnel the image and style of the performance to be recorded and select the most appropriate music 
Agree on repertoire balance, including original material and covers to be performed 
Discuss and confirm all details of any creative collaboration with other performers 
Agree on method and format for final recording 
Allocate roles and responsibilities in the demo production process 
Develop a recording plan that takes into account a range of factors as required 
Collaborate with technical personnel to ensure that instruments and equipment are set up to avoid undue interruption during the recording process 
Communicate positively with session personnel and show awareness of recording protocols and conventions, as well as respect for the skills of others 
Maintain a constructive working relationship with all involved in the recording to achieve agreed outcomes 
Listen to and review rough mixes 
Contribute to the mixing and mastering of the recording as required 
Review the final mix and discuss and negotiate refinements as required 
Ensure that the final recording is in the required format for distribution 
Evaluate the process of producing the demo recording and note areas for future improvement 

Forms

Assessment Cover Sheet

CUSMPF304A - Make a music demo
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

CUSMPF304A - Make a music demo

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: