- CUSSOU403A - Perform advanced sound editing
Assessor Resource
CUSSOU403A
Perform advanced sound editing
Assessment tool
Version 1.0
Issue Date: April 2024
This unit applies to sound editors who edit music and sound effects for film, television, interactive media and music productions as well as to technicians who work in film and sound archives.
This work is undertaken with minimal supervision and guidance. Sound editors at this level could also be responsible for supervising others.
This units builds on the skills covered in the imported unit:
CUFSOU204A Perform basic sound editing.
This unit describes the performance outcomes, skills and knowledge required to perform advanced sound editing. This involves assessing the quality of original recorded sound against production requirements, determining the scope of the sound-editing project, preparing source materials for sound editing, editing sound in line with production requirements, and applying sound effects to enhance the final product.
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: use all features of a range of current industry sound-editing software and equipment make critical editing decisions that enhance the quality and impact of the final sound incorporate a range of sound effects into the final mix work cooperatively in a team environment meet deadlines. |
Context of and specific resources for assessment | Assessment must ensure: access to current industry-standard 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: observation of candidate undertaking complex sound edits, including the incorporation of sound effects direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by candidate authenticated recordings of material edited by the candidate case studies and scenarios as a basis for discussing issues and challenges that arise in the context of complex sound editing. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSSOU404A Edit dialogues. |
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:
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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: work collaboratively with project team personnel and sound-production personnel provide feedback to project personnel on appropriate editing techniques provide critical feedback on problems with technical quality of masters and condition of equipment literacy skills sufficient to: log and label recorded material accurately note sound effects on spotting sheets read and interpret an edit decision list (EDL) numeracy skills sufficient to calculate duration and capacity of media at various speed/sample rates initiative and enterprise skills in the context of: finding creative solutions to sound-editing challenges applying critical-listening skills to analyse sound recordings and finding solutions to creative and/or technical problems learning skills sufficient to maintain currency of knowledgeof editing software and equipment upgrades planning and organisational skills sufficient to: prioritise work tasks meet deadlines locate sound effects problem-solving skills sufficient to promptly and effectively rectify sound defects, system failures and mechanical breakdowns technology skills sufficient to: use a variety of sound-editing equipment and software on both PC and MAC operating systems manage file systems make regular backups |
Required knowledge |
principles of sonic storytelling, e.g. using sound (or silence) to: focus attention intensify action set pace set mood evoke feelings well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics well-developed understanding of audio principles, including: frequency pitch amplitude loudness velocity wavelength acoustical phase timbre sound envelope intellectual property implications in relation to sound design picture and sound synchronisation, including: time codes frame rates sample rates clock leader 2 pips principles and techniques of sound editing, including: manipulating sound to achieve technical and creative outcomes using effects to achieve a range of functional sound requirements eliminating audible defects compatibility of different digital standards identification/logging requirements file formats, technical standards and compression issues and challenges that typically arise in the context of performing complex sound edits OHS principles of: safe listening, including safeguards against hearing loss using a computer and keyboard for periods of time |
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 composer sound supervisor supervising sound editor preservation supervisor archivist effects editor effects mixer sound mixer recordist re-recording mixer audio assistant audio and sound engineer director producer post-production picture editor post-production manager program manager sound designer. |
Production requirements and procedures may include: | creative technical file formats agreement on file naming structures work flow after capture prerelease screenings to check quality of sound mix technical checks spotting sessions attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. |
Release sound formats may include: | IMAX multichannel system 5.1 surround sound: cinema television 4-track Dolby stereo 2-track stereo internet games radio. |
Equipment may include: | digital audio workstation (DAW) with software, such as: Pro Tools Nuendo Pyramix Fairlight Sound Forge Adobe Audition Final Cut Pro Avid EDL software mixing consoles outboard gear, such as: re-verb unit sub-base harmoniser de-esser compressor. |
Sound sources may include: | dialogues and voice-overs special effects music walla ambient sound atmospheric sound foley. |
Documentation may include: | pre-mix scripts mixing sheets track sheets de-noising documents cue sheets dubbing sheets queries notes manuals. |
Production may include: | commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video oral histories voice-over. |
Format may include: | audio/sound, such as: DAT AIF (AIFF) WAV broadcast WAV format (BWF) WMA MIDI OGG advanced audio coding (AAC) Apple Lossless magnetic tape Real Audio QuickTime MP3 computerised data. |
Media may include: | radio video CD DVD DAT computer hard drive internet mobile device film. |
Manipulating editing software may include: | adjusting and normalising audio levels inserting: transitions sound effects music voice-overs overlays manipulating audio clips, such as: cutting pasting copying moving splitting. |
Purpose may include: | breaking the screen plane defining space focusing attention establishing locale creating environment emphasising action intensifying action depicting identity setting pace providing counterpoint creating humour symbolising meaning creating metaphor unifying transition creating silence. |
Producing sound effects may involve: | creating and synchronising effects in a post-production studio recording during shooting collecting in the field generating effects electronically. |
Sonic lexicon may refer to genres, such as: | silent film natural history drama productions animation comedy horror. |
Work environment may include: | dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage cultural institution archive. |
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 |
|---|---|---|---|
Forms
Assessment Cover Sheet
CUSSOU403A - Perform advanced sound editing
Assessment task 1: [title]
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Result: Competent Not yet competent
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Assessment Record Sheet
CUSSOU403A - Perform advanced sound editing
Student name:
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Assessment task 1: [title] Result: Competent Not yet competent
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Overall assessment result: Competent Not yet competent
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