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

CUAMLT202 Mapping and Delivery Guide
Apply knowledge of music culture to music making

Version 1.0
Issue Date: April 2024


Qualification -
Unit of Competency CUAMLT202 - Apply knowledge of music culture to music making
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to explore aspects of music culture in Australian society, and to apply that information to own music making.It applies to individuals entering the music industry, who are identifying positive values in a selected musical style, as well as the repertoire, challenges and technology relevant to that style. This work is undertaken under close supervision and guidance.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:

a range of relevant and current information sources

appropriate technology to collect, download and store information

interaction with others.

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: Research information on the contexts of musical styles
  • Seek information on the historic, economic and cultural significance of one or more musical styles using appropriate information sources
  • Identify, at the individual and societal level, the influences of one or more musical styles, using appropriate information sources
  • Check the credibility and reliability of information sources with appropriate people
  • Comply with copyright and cultural requirements when accessing information
  • Discuss musical styles in relation to own plans for music making
       
Element: Develop own knowledge of music culture in Australian society
  • Identify the repertoire of one or more musical styles
  • Seek information on the use of technology in one or more musical styles
  • Identify the challenges faced by musicians working in one or more musical styles
  • Seek information on the way in which one or more musical styles is/are portrayed in the media
  • Seek information on further training and educational opportunities in one or more musical styles
       
Element: Maintain currency of information and sources
  • Update information sources on a regular basis
  • Monitor changes in the use of technology
  • Document and store information in an easily accessible format
  • Share and discuss information with colleagues and peers
  • Incorporate information on music culture into own music making
       


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. Research information on the contexts of musical styles

1.1 Seek information on the historic, economic and cultural significance of one or more musical styles using appropriate information sources

1.2 Identify, at the individual and societal level, the influences of one or more musical styles, using appropriate information sources

1.3 Check the credibility and reliability of information sources with appropriate people

1.4 Comply with copyright and cultural requirements when accessing information

1.5 Discuss musical styles in relation to own plans for music making

2. Develop own knowledge of music culture in Australian society

2.1 Identify the repertoire of one or more musical styles

2.2 Seek information on the use of technology in one or more musical styles

2.3 Identify the challenges faced by musicians working in one or more musical styles

2.4 Seek information on the way in which one or more musical styles is/are portrayed in the media

2.5 Seek information on further training and educational opportunities in one or more musical styles

3. Maintain currency of information and sources

3.1 Update information sources on a regular basis

3.2 Monitor changes in the use of technology

3.3 Document and store information in an easily accessible format

3.4 Share and discuss information with colleagues and peers

3.5 Incorporate information on music culture into own music making

Evidence of the ability to:

source and document information on selected musical styles and repertoire, and Australian music culture

apply information to own music making

discuss music culture with others who make music.

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:

outline social, cultural, historical and economic significance of a selected musical style in Australian society

outline technology used for producing and enhancing music in a selected musical style in Australian society

outline challenges likely to arise for working musicians, and describe ways to address them

describe ways in which music is part of the culture of Australian society.

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. Research information on the contexts of musical styles

1.1 Seek information on the historic, economic and cultural significance of one or more musical styles using appropriate information sources

1.2 Identify, at the individual and societal level, the influences of one or more musical styles, using appropriate information sources

1.3 Check the credibility and reliability of information sources with appropriate people

1.4 Comply with copyright and cultural requirements when accessing information

1.5 Discuss musical styles in relation to own plans for music making

2. Develop own knowledge of music culture in Australian society

2.1 Identify the repertoire of one or more musical styles

2.2 Seek information on the use of technology in one or more musical styles

2.3 Identify the challenges faced by musicians working in one or more musical styles

2.4 Seek information on the way in which one or more musical styles is/are portrayed in the media

2.5 Seek information on further training and educational opportunities in one or more musical styles

3. Maintain currency of information and sources

3.1 Update information sources on a regular basis

3.2 Monitor changes in the use of technology

3.3 Document and store information in an easily accessible format

3.4 Share and discuss information with colleagues and peers

3.5 Incorporate information on music culture into own music making

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
Seek information on the historic, economic and cultural significance of one or more musical styles using appropriate information sources 
Identify, at the individual and societal level, the influences of one or more musical styles, using appropriate information sources 
Check the credibility and reliability of information sources with appropriate people 
Comply with copyright and cultural requirements when accessing information 
Discuss musical styles in relation to own plans for music making 
Identify the repertoire of one or more musical styles 
Seek information on the use of technology in one or more musical styles 
Identify the challenges faced by musicians working in one or more musical styles 
Seek information on the way in which one or more musical styles is/are portrayed in the media 
Seek information on further training and educational opportunities in one or more musical styles 
Update information sources on a regular basis 
Monitor changes in the use of technology 
Document and store information in an easily accessible format 
Share and discuss information with colleagues and peers 
Incorporate information on music culture into own music making 

Forms

Assessment Cover Sheet

CUAMLT202 - Apply knowledge of music culture to music making
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

CUAMLT202 - Apply knowledge of music culture to music making

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: