CUSWRT501A - Write about music assessment tool

Assessor Resource

CUSWRT501A
Write about music

Assessment tool

Version 1.0
Issue Date: May 2024

People applying the skills and knowledge outlined in this unit would be expected to write both original and non-narrative music content for a range of purposes. Often they would be working as freelance writers or journalists.

Typical writing briefs could include creating program notes for recitals or other performances, reviews and/or critiques of live and recorded music performances, as well as music editorials and music commentary pieces for a range of media.

This unit describes the performance outcomes, skills and knowledge required to write about a range of music-related topics.

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: apply the principles of writing and communication to meet the requirements of music-writing briefs write a range of content for specific target audiences and within timeframes typical in an industry context demonstrate a sound knowledge of grammar, punctuation and writing styles work collaboratively with others work under pressure and meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to: word-processing software variety of music-related information sources appropriate learning and assessment support when required 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 content written by the candidate in response to a range of briefs 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 writing about music.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT501A Write persuasive copy CUFIND401A Provide services on a freelance basis CUSIND501A Apply music knowledge and artistic judgement CUSMLT502A Apply concepts about the impact of music to professional practice CUSMLT601A Analyse music.

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, teamwork and literacy skills sufficient to:

interpret and clarify written and verbal instructions

write content in a style appropriate to target users and audience

communicate information to specific audiences

structure text-based content effectively for target audiences and delivery format

respond positively to constructive feedback

conceptual skills sufficient to generate a range of text-based content ideas in response to a brief

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

technical skills sufficient to:

proficiently use word-processing tools

check and proofread written content using manual and automated systems

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

industry knowledge, including:

roles and responsibilities of project team members

issues and challenges that arise when writing about music

the way readers scan and read written material

writing and communication principles for the relevant medium

writing and presentation techniques for the relevant medium

sound knowledge of grammar and punctuation

media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action

copyright clearance procedures

OHS as it relates to working for periods of time on computers

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

musical styles and genres

musical form and performance conventions

repertoire as it relates to relevant musical styles and genres

music notation

aural discrimination

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


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:	authors composers artists and performers broadcasters directors editors or other writers graphic designers program or event managers sound-production or recording personnel record companies producers programmers academic supervisors production managers music promoters, agents and marketers advertising agencies.
Types of written material may include:	music reviews and critiques programs notes for recitals or other performances music copy for interactive media products music copy for newsletters or other print media items for wikis items for the marketing and/or promotion of music products educational pieces information pieces social and/or corporate networking band or artist bios.
Factorsmay include:	expectations of target audience/readers photos or other visual material to accompany written work research requirements complexity of topic structure budget confidentiality contractual arrangements copyright clearances deadlines length editing process intellectual property location of writing assignment number of content items production schedule.
Tone may include:	dramatic entertaining formal humorous informal or casual informational.
Publications may include:	books program notes corporate documents: reports newsletters marketing and promotional materials print and online publications: literary magazines journals newspapers.
Information sources may include:	music industry events, such as: performances community activities conferences conventions festivals functions trade fairs competitions and awards electronic and print media, such as: articles journals magazines news reviews industrial relations publications industry publications lifestyle and contemporary issues magazines government publications, such as: legislation policy and procedures manuals internet libraries and archives, including text, film, video, sound and graphic peak copyright organisations personal observations and experience.
Vocabulary may relate to elements, such as:	specialised knowledge of repertoire specialised knowledge of artists critical-listening skills artistic judgement music history performance practice in a range of styles and customs music technology music texts aural recognition and comprehension of musical devices and systems, including: melody harmony timbre attack pitch tempi dynamics expression physics of music and sound production technical requirements for a range of instruments in a range of musical styles and performance contexts aural imagination and innovation musical styles and genres, such as: traditional, including European classical or traditional music of any other culture jazz world popular independent music country folk.

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
In consultation with relevant personnel, confirm the type of written material required
Identify factors that may impact on the writing assignment and plan accordingly
Determine style or tone appropriate to the publication for which written material is being produced
Discuss plans or preliminary ideas with relevant personnel as required
Use appropriate information sources to gather background material
Conduct interviews with people to gather information as required
Review information gathered to determine the best approach to writing assignments
Discuss results of research, ideas and proposed approach with relevant personnel as required
Ensure that language and writing style are suited to the target audience and publication
Ensure that specialised vocabulary is appropriate to the context of the brief and subject matter
Ensure that work is proofed and edited to the standard required
Present a draft for review by relevant personnel
Adjust work as required and present final draft in the agreed manner and timeframe
Evaluate writing process, assessing own performance and noting areas for future improvement

Forms

Assessment Cover Sheet

CUSWRT501A - Write about music

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

CUSWRT501A - Write about music

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:

Assessor Resource

CUSWRT501A Write about musicAssessment tool

Version 1.0 Issue Date: May 2024

Employability Skills

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

CUSWRT501A - Write about music

Assessment task 1: [title]

Assessment Record Sheet

CUSWRT501A - Write about music

CUSWRT501A
Write about music

Assessment tool

Version 1.0
Issue Date: May 2024