Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners

CUAMCP301 Mapping and Delivery Guide
Compose simple songs or musical pieces

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUAMCP301 - Compose simple songs or musical pieces
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to apply musical styles and conventions to the composition of simple songs or musical pieces. It applies to individuals who are songwriters, musicians and music producers. No licensing, legislative or certification requirements apply to this unit at the time of publication.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.

Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:

an environment where song writing skills can be applied

an appropriate range of instruments

appropriate technology to produce a range of formats for the final presentation of a song or musical piece.

Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.

Prerequisites/co-requisites
Competency Field
Development and validation strategy and guide for assessors and learners Student Learning Resources Handouts
Activities
Slides
PPT
Assessment 1 Assessment 2 Assessment 3 Assessment 4
Elements of Competency Performance Criteria              
Element: Clarify composition requirements
  • Consult with relevant people to identify purpose of composing songs or musical pieces
  • Identify musical styles, elements and forms/structures that might suit the purpose of the composition
  • Discuss with relevant people how unconventional approaches might be applied
  • Identify the range of instruments and playing techniques to suit the purpose of compositions
  • Discuss with relevant people the accepted conventions and formats for the final presentation of a song or musical piece
  • Agree on format for final presentation of songs or musical pieces
       
Element: Compose melodies
  • Apply standard melody conventions to compositions as required
  • Identify climax points, harmonies and intervals to be used in the songs or musical pieces
  • Align lyrics with the starting points, climaxes and cadence points of a song’s melody as required
  • Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece
  • Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece
  • Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece
       
Element: Review musical work in progress
  • Use critical listening to evaluate and adjust own work
  • Use aural imagination to experiment with and manipulate musical elements as required
  • Seek feedback on work in progress from relevantpersonnel and refine compositions accordingly
  • Discuss with relevant people how aural perception skills were applied to improve compositional outcomes
       
Element: Finalise compositions
  • Apply copyright notice to the composition
  • Present compositions in agreed format
       


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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Clarify composition requirements

1.1 Consult with relevant people to identify purpose of composing songs or musical pieces

1.2 Identify musical styles, elements and forms/structures that might suit the purpose of the composition

1.3 Discuss with relevant people how unconventional approaches might be applied

1.4 Identify the range of instruments and playing techniques to suit the purpose of compositions

1.5 Discuss with relevant people the accepted conventions and formats for the final presentation of a song or musical piece

1.6 Agree on format for final presentation of songs or musical pieces

2. Compose melodies

2.1 Apply standard melody conventions to compositions as required

2.2 Identify climax points, harmonies and intervals to be used in the songs or musical pieces

2.3 Align lyrics with the starting points, climaxes and cadence points of a song’s melody as required

2.4 Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece

2.5 Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece

2.6 Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece

3. Review musical work in progress

3.1 Use critical listening to evaluate and adjust own work

3.2 Use aural imagination to experiment with and manipulate musical elements as required

3.3 Seek feedback on work in progress from relevantpersonnel and refine compositions accordingly

3.4 Discuss with relevant people how aural perception skills were applied to improve compositional outcomes

4. Finalise compositions

4.1 Apply copyright notice to the composition

4.2 Present compositions in agreed format

Evidence of the ability to:

compose simple songs or musical pieces for a specific purpose

apply music, repertoire and instrument knowledge

use musical elements and melody conventions

apply critical listening and aural perception skills.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe conventional and unconventional musical forms and structures

describe scope and capacity of instruments for which compositions are developed

outline the process for composing melodies

describe techniques for using technology to present musical works for submission or feedback

identify and overcome issues and challenges that typically arise in the context of composing songs or musical pieces.


Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assignment, 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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Clarify composition requirements

1.1 Consult with relevant people to identify purpose of composing songs or musical pieces

1.2 Identify musical styles, elements and forms/structures that might suit the purpose of the composition

1.3 Discuss with relevant people how unconventional approaches might be applied

1.4 Identify the range of instruments and playing techniques to suit the purpose of compositions

1.5 Discuss with relevant people the accepted conventions and formats for the final presentation of a song or musical piece

1.6 Agree on format for final presentation of songs or musical pieces

2. Compose melodies

2.1 Apply standard melody conventions to compositions as required

2.2 Identify climax points, harmonies and intervals to be used in the songs or musical pieces

2.3 Align lyrics with the starting points, climaxes and cadence points of a song’s melody as required

2.4 Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece

2.5 Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece

2.6 Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece

3. Review musical work in progress

3.1 Use critical listening to evaluate and adjust own work

3.2 Use aural imagination to experiment with and manipulate musical elements as required

3.3 Seek feedback on work in progress from relevantpersonnel and refine compositions accordingly

3.4 Discuss with relevant people how aural perception skills were applied to improve compositional outcomes

4. Finalise compositions

4.1 Apply copyright notice to the composition

4.2 Present compositions in agreed format

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
Consult with relevant people to identify purpose of composing songs or musical pieces 
Identify musical styles, elements and forms/structures that might suit the purpose of the composition 
Discuss with relevant people how unconventional approaches might be applied 
Identify the range of instruments and playing techniques to suit the purpose of compositions 
Discuss with relevant people the accepted conventions and formats for the final presentation of a song or musical piece 
Agree on format for final presentation of songs or musical pieces 
Apply standard melody conventions to compositions as required 
Identify climax points, harmonies and intervals to be used in the songs or musical pieces 
Align lyrics with the starting points, climaxes and cadence points of a song’s melody as required 
Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece 
Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece 
Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece 
Use critical listening to evaluate and adjust own work 
Use aural imagination to experiment with and manipulate musical elements as required 
Seek feedback on work in progress from relevantpersonnel and refine compositions accordingly 
Discuss with relevant people how aural perception skills were applied to improve compositional outcomes 
Apply copyright notice to the composition 
Present compositions in agreed format 

Forms

Assessment Cover Sheet

CUAMCP301 - Compose simple songs or musical pieces
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

CUAMCP301 - Compose simple songs or musical pieces

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: