- CUSSOU305A - Analyse soundtracks
Assessor Resource
CUSSOU305A
Analyse soundtracks
Assessment tool
Version 1.0
Issue Date: April 2024
Film sound technicians apply the skills and knowledge described in this unit. They are responsible for synchronising soundtracks to pictures, auditioning material and selecting tracks that best meet technical and creative requirements. They work with sound recorded both digitally and in analogue formats. Their analysis of soundtracks is used by film editors as they edit or animate films.
People responsible for dubbing films into different languages and those working in film and sound archives also apply these skills on a regular basis. This work is undertaken with some supervision and guidance.
This unit describes the performance outcomes, skills and knowledge required to analyse music and voice soundtracks.
You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)
Prerequisites
Not applicable
Employability Skills
Not applicable
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: analyse music and voice soundtracks in line with production requirements on at least three occasions document soundtrack break-downs in the required format work cooperatively in a production environment. |
Context of and specific resources for assessment | Assessment must ensure: access to a range of industry-current equipment as listed in the range statement use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
Method of assessment | The following assessment methods are appropriate for this unit: case studies, and written or oral questioning to assess candidate's understanding of the process of analysing and documenting soundtracks for film and television productions authenticated examples of soundtrack documentation prepared by the candidate observation of the candidate breaking down and analysing soundtracks. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFIND301A Work effectively in the screen and media industries CUFSOU204A Perform basic sound editing CUFSOU301A Prepare audio assets CUSSOU304A Restore audio tracks. |
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, literacy and teamwork skills sufficient to: interpret scripts, specifications and instructions record and report issues with the quality of soundtracks document soundtrack break-downs work cooperatively in a team environment respond positively to constructive feedback on quality of own work technical skills sufficient to: listen to speech and break it down into phonetic sounds listen to music and break it down into beats use a synchroniser and/or digital equipment to breakdown soundtracks planning skills sufficient to: prioritise work tasks meet deadlines seek expert assistance when problems arise |
Required knowledge |
principles and techniques associated with breaking down soundtracks, including: understanding how soundtracks fit intocreative concepts basic understanding of film, television and animation production processes issues and challenges that arise in the context of working with soundtracks OHS procedures and practices in the context of working with audio equipment |
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. | |
Equipment may include: | synchroniser analogue or digital playback equipment. |
Analysis may be for: | music tracks phonetic analysis of voice or dialogue tracks. |
Storing may involve: | digital backups ensuring that physical tape is kept clean and stored appropriately. |
Relevant personnel may include: | production designer post-production manager production manager preservation supervisor supervisor head of department director of photography artist director producer technical director other technical staff other specialist staff designer animation production personnel sound recordist sound editor sound-editing personnel. |
Formats may include: | computer-generated or manual, such as: dope sheets bar sheets file notes phonetic code. |
Sources may include: | storyboards layout drawings director's instructions camera sheets scripts scores technical notes clapper boards tape identifications database metadata. |
Productions may include: | feature films short films animation commercials music videos television productions web-based content. |
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 |
|---|---|---|---|
| Select appropriate equipment to perform break-down of approved soundtracks | |||
| Break down soundtracks ensuring that analysis of required elements is accurate | |||
| Store break-down safely and securely and ensure that it can be accessed as required | |||
| Report problems with soundtracks to relevant personnel | |||
| Document soundtrack break-down clearly and legibly in the required format | |||
| Ensure that all information from relevant sources is included in documentation | |||
| Supply break-down to relevant personnel in line with agreed deadlines and production requirements | |||
| Seek feedback on quality of own work and note areas for improvement |
Forms
Assessment Cover Sheet
CUSSOU305A - Analyse soundtracks
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
CUSSOU305A - Analyse soundtracks
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: