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

CUAMLT301 Mapping and Delivery Guide
Develop and apply aural perception skills

Version 1.0
Issue Date: March 2024


Qualification -
Unit of Competency CUAMLT301 - Develop and apply aural perception skills
Description
Employability Skills
Learning Outcomes and Application This unit describes the skills and knowledge required to aurally recognise simple structures and components of music. It applies to individuals who are preparing to enter the music industry as musicians, songwriters, composers or arrangers, and who are developing basic musicianship skills which can be applied in a range of contexts. 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 selection of recorded or performed music for investigation and skill development.

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: Identify areas for aural skill development
  • Plan development of aural perception skills in consultation with appropriate people
  • Investigate the uses of aural perception and recognition skills
  • Establish, for nominated music genres and styles, the rhythmic, melodic and harmonic music components and structures for recognition, in consultation with appropriate people
       
Element: Develop methods for the aural recognition of music
  • Examine conventions of language and terminology connected to relevant music structures
  • Investigate ways of hearing music, as well as listening for and naming relevant music structures
  • Investigate music writing conventions connected with aural skill development
  • Explore rhythmic, melodic and harmonic structures connected with aural skill development
       
Element: Practise aural recognition of music
  • Identify aural recognition requirements through discussion with appropriate people
  • Practise and develop the aural recognition of music structures
  • Adhere to conventions of terminology and align recognition with notated music
  • Reproduce basic music structures by playing them on basic instruments, voice or body percussion
       
Element: Evaluate progress of aural skills development
  • Seek feedback on skill development from appropriate people
  • Identify personal strengths and weaknesses as a means of improving own work
  • Evaluate overall effectiveness of learning methods in the development of aural perception 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.

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

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

1. Identify areas for aural skill development

1.1 Plan development of aural perception skills in consultation with appropriate people

1.2 Investigate the uses of aural perception and recognition skills

1.3 Establish, for nominated music genres and styles, the rhythmic, melodic and harmonic music components and structures for recognition, in consultation with appropriate people

2. Develop methods for the aural recognition of music

2.1 Examine conventions of language and terminology connected to relevant music structures

2.2 Investigate ways of hearing music, as well as listening for and naming relevant music structures

2.3 Investigate music writing conventions connected with aural skill development

2.4 Explore rhythmic, melodic and harmonic structures connected with aural skill development

3. Practise aural recognition of music

3.1 Identify aural recognition requirements through discussion with appropriate people

3.2 Practise and develop the aural recognition of music structures

3.3 Adhere to conventions of terminology and align recognition with notated music

3.4 Reproduce basic music structures by playing them on basic instruments, voice or body percussion

4. Evaluate progress of aural skills development

4.1 Seek feedback on skill development from appropriate people

4.2 Identify personal strengths and weaknesses as a means of improving own work

4.3 Evaluate overall effectiveness of learning methods in the development of aural perception skills

Evidence of the ability to:

hear and identify basic music structures

use music terminology applicable to the music structures and styles

demonstrate aural recognition

integrate feedback from others into evaluation of own aural skill development.

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 music structures for nominated music genres or styles

describe ways in which aural recognition and perception skills are used

outline music writing conventions relevant to aural perception.


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. Identify areas for aural skill development

1.1 Plan development of aural perception skills in consultation with appropriate people

1.2 Investigate the uses of aural perception and recognition skills

1.3 Establish, for nominated music genres and styles, the rhythmic, melodic and harmonic music components and structures for recognition, in consultation with appropriate people

2. Develop methods for the aural recognition of music

2.1 Examine conventions of language and terminology connected to relevant music structures

2.2 Investigate ways of hearing music, as well as listening for and naming relevant music structures

2.3 Investigate music writing conventions connected with aural skill development

2.4 Explore rhythmic, melodic and harmonic structures connected with aural skill development

3. Practise aural recognition of music

3.1 Identify aural recognition requirements through discussion with appropriate people

3.2 Practise and develop the aural recognition of music structures

3.3 Adhere to conventions of terminology and align recognition with notated music

3.4 Reproduce basic music structures by playing them on basic instruments, voice or body percussion

4. Evaluate progress of aural skills development

4.1 Seek feedback on skill development from appropriate people

4.2 Identify personal strengths and weaknesses as a means of improving own work

4.3 Evaluate overall effectiveness of learning methods in the development of aural perception skills

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
Plan development of aural perception skills in consultation with appropriate people 
Investigate the uses of aural perception and recognition skills 
Establish, for nominated music genres and styles, the rhythmic, melodic and harmonic music components and structures for recognition, in consultation with appropriate people 
Examine conventions of language and terminology connected to relevant music structures 
Investigate ways of hearing music, as well as listening for and naming relevant music structures 
Investigate music writing conventions connected with aural skill development 
Explore rhythmic, melodic and harmonic structures connected with aural skill development 
Identify aural recognition requirements through discussion with appropriate people 
Practise and develop the aural recognition of music structures 
Adhere to conventions of terminology and align recognition with notated music 
Reproduce basic music structures by playing them on basic instruments, voice or body percussion 
Seek feedback on skill development from appropriate people 
Identify personal strengths and weaknesses as a means of improving own work 
Evaluate overall effectiveness of learning methods in the development of aural perception skills 

Forms

Assessment Cover Sheet

CUAMLT301 - Develop and apply aural perception skills
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

CUAMLT301 - Develop and apply aural perception skills

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: