- CUSSOU504A - Create a final sound balance
Assessor Resource
CUSSOU504A
Create a final sound balance
Assessment tool
Version 1.0
Issue Date: April 2024
Sound producers apply the skills and knowledge described in this unit. They work in live theatre, film, television and radio and are responsible for collaborating with other creative and technical personnel to create a final sound balance. Productions may be recorded or produced live.
This unit describes the performance outcomes, skills and knowledge required to create a final sound balance for a production. Thorough understanding of a wide range of sound equipment and techniques for mixing and recording sound is required, along with the ability to supervise others, including engineers, sound mixers, sound editors and other studio technicians. The ability to solve problems that arise in the context of creating a final sound balance is essential.
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: create final sound balances on at least two occasions that: demonstrate well-developed critical-listening and aural-discrimination skills meet creative and artistic requirements work creatively, collaboratively and constructivelyin a team environment, including providing leadership to others. |
Context of and specific resources for assessment | Assessment must ensure: access to a range of industry-current equipment as listed in the range statement access to a range of productions 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: evaluation of final sound balances created by candidate and of their quality in terms of meeting specifications written or oral questioning to test knowledge as listed in the required knowledge section of this unit case studies to assess ability to create final sound balances for different types of productions or events authenticated recordings of productions where the candidate created the final sound balance. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSSOU401A Record sound CUSSOU403A Perform advanced sound editing CUSSOU405A Mix recorded music CUSSOU501A Develop sound designs CUSSOU503A Implement sound designs. |
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 |
literacy skills sufficient to: read and interpret recording documentation write reports documenting the production process initiative, enterprise and creativity in the context of: listening critically to continuously evaluate and adjust the sound balance using aural imagination to develop coherent and innovative artistic sound outcomes within the scope of productions accurately identifying and enhancing the characteristics of sound sources listening critically to the creative and technical work of others communication skills sufficient to: communicate the production vision and concept within the constraints of the production requirements provide feedback to recording personnel on appropriate recording and production techniques clearly explain/offer suitable alternatives when production recording difficulties cannot be resolved within operational constraints planning and organisational skills sufficient to prioritise work tasksand meet deadlines problem-solving skills sufficient to promptly and effectively rectify performance, performance environment and other technical issues that may affect the achievement of a simultaneous sound balance teamwork skills sufficient to work cooperatively with and provide leadership to personnel involved in creating the final sound balance technology skills sufficient to work with a variety of sound recording, production and playback equipment self-management skills sufficient toprovide appropriate and timely documentation |
Required knowledge |
well-developed understanding of psychoacoustic principles, including: spatial hearing direct sound early sound reverberant sound studio and control room design ergonomics industry knowledge, including: varied characteristics of sound in a range of recording and performance environments operational knowledge of a range of sound recording, production and playback equipment understanding compatibility in mono, stereo or multi-channel systems principles and techniques involved in achieving a simultaneous balance computer technologies relevant to sound production styles of musical interpretation and sound production relevant musical terminology well-developed knowledge of recording techniques, such as: microphone and instrument/voice placement application of special effects mixing sound sources issues and challenges that typically arise in the context of creating a final sound balance OHS principles of safe listening, including safeguards against hearing loss |
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. | |
Sound sources may include: | dialogues and voice-overs additional dialogue recording (ADR) special effects music walla ambient sound atmospheric sound foley. |
Productions may include: | live performance or event 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 musical theatre dance radio broadcast short film and/or video television program training film and/or video voice-over. |
Relevant personnel may include: | clients artists, musicians and performers directors producers post-production personnel program managers sound designers and editors video and sound recorders audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers stage managers floor managers film/video crew. |
Production requirements may include: | technical creative artistic attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. |
Documentation may include: | pre-mix scripts mixing sheets track sheets cue sheets dubbing sheets queries notes manuals. |
Characteristics of sound may include: | level frequency mono/stereo/5.1 surround sound spatial position/image balance tonal quality perspective acoustic dynamic range. |
Work environment may include: | dubbing theatre on location, including interior and exterior outside broadcast post-production studio recording studio sound stage. |
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
CUSSOU504A - Create a final sound balance
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
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Date:
Assessment Record Sheet
CUSSOU504A - Create a final sound balance
Student name:
Student ID:
Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
Assessor name:
Signature:
Date:
Student signature:
Date: