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

CUSMCP302A Mapping and Delivery Guide
Write song lyrics

Version 1.0
Issue Date: May 2024


Qualification -
Unit of Competency CUSMCP302A - Write song lyrics
Description This unit describes the performance outcomes, skills and knowledge required to write song lyrics. An understanding of musical styles and song structures is essential, along with knowledge of how copyright and royalties apply to songwriters. No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Employability Skills This unit contains employability skills.
Learning Outcomes and Application Songwriters apply the skills and knowledge outlined in this unit. They could be writing lyrics for music which has already been composed or writing lyrics as the basis for music compositions. Often songwriters write both music and lyrics, either alone or in collaboration with other musicians. Skills associated with composing songs are covered in:CUSMCP301A Compose simple songs or musical pieces.
Duration and Setting X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting.
Prerequisites/co-requisites
Competency Field Performing arts - music composition
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 lyric-writing requirements
  • In consultation with relevant personnel, identify purpose of lyrics to be written
  • Identify appropriate cultural and stylistic contexts to suit the purpose of songs
  • Agree on nature of collaborative arrangements with composers or performers as required
  • Agree on format for final presentation of lyrics
       
Element: Develop lyrical elements
  • Use own imagination and lyric-writing resources to generate a range of ideas that suit the purpose and musical style of songs
  • Use a range of writing techniques and rhyme patterns to develop the message of songs
  • Use writing techniques to convey appropriate meaning, mood or effect
  • Apply knowledge of song structures and song formats to enhance the effect of songs
  • Align lyrics with starting points, climaxes and cadence points of a song's melody
  • Review work in progress with relevant personnel and make adjustments as required
  • Present lyrics in agreed format
  • Review process for writing lyrics and note areas for future improvement
       
Element: Develop networks to promote own work
  • Apply knowledge of copyright to maximise income from song writing
  • Develop networks to maximise exposure of own songs
       


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:

write lyrics for at least four songs in two different musical styles

apply knowledge of song structures to the writing of lyrics

apply knowledge of copyright to song-writing activities.

Context of and specific resources for assessment

Assessment must ensure:

access to an environment where lyric-writing skills can be applied

access to range of appropriate lyric-writing resources

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:

case studies to assess ability to use writing techniques and rhyme patterns to convey meaning and create mood

direct observation of the candidate writing song lyrics

direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by candidate, including authenticated samples of song lyrics with candidate's self-evaluation

written or oral questioning or interview to test knowledge of lyric-writing techniques.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUFCMP301A Implement copyright arrangements

CUSMCP301A Compose simple songs or musical pieces

CUSMLT301A Apply knowledge of genre to music making

CUSMLT303A Notate music for performance

CUSMLT403A Analyse functional harmony.

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.

Required skills

communication and teamwork skills sufficient to:

discuss song-writing requirements in a collaborative manner

respond positively to constructive feedback on own work

literacy skills sufficient to:

read and interpretlyric-writing resources

write lyrics

initiative and enterprise skills in the context of:

applying original and creative approaches to lyric writing

experimenting with writing techniques to produce lyrics that meet specific purposes

planning and self-management skills sufficient to:

meet deadlines

develop and maintain a network of professional contacts

learning skills sufficient to:

acquire and use information appropriate to writing song lyrics

continuously evaluate and adjust own written work

Required knowledge

music literacy:

musical styles

song structures

standard melody conventions

basic composition processes and notation

lyric-writing techniques:

meter

rhyme

story telling

process for collaborating with performers and recording personnel to make music demos

cultural protocols appropriate to the purpose of songs

issues and challenges that typically arise in the context of writing song lyrics

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:

composer

band member

performer

client

producer

marketing and promotions personnel

artist's agent

tutor

mentor.

Purpose of lyrics may be for:

specific piece of music

specific artist

band

ensemble

music theatre

own personal development

corporate purposes

cultural purposes

marketing and promotion

educational purposes

special communities

special occasions

public and/or religious ceremonies

audio or video recordings for online products or interactive games.

Format may be:

paper-based

computer-based

recorded.

Lyric-writing resources may include:

documented events and facts

existing texts

literary, poetic and creative writing material

media

rhyming dictionaries

thesauruses.

Musical styles may include:

classical

contemporary:

blues

folk

gospel

country

electronic

heavy metal

hip hop

industrial

pop

punk

rap

reggae

rock

R&B

soul funk

emo

jazz:

contemporary

cool school

easy listening

fusion

swing

tin-pan alley

traditional.

Writing techniques may include:

meter

contrast

word associations

allegory

analogy and association

form

hyperbole

irony

metaphor

motif

onomatopoeia

oxymoron

paradox

personification

repetition

simile

symbolism.

Rhyme patterns may include:

masculine

feminine

dactylic

syllabic

imperfect

semirhyme

oblique

assonance

consonance

half rhyme

alliteration

sight or eye rhyme

tail

internal.

Song structures may include:

introduction

verses

pre-chorus

chorus

bridge

collision

vocal runs

instrumental solo

outro

ad lib

catchy melodic phrase or rhythm

hook, e.g. a lyric line

relationship/contrast between chorus and verse.

Song formats may include:

ballads

list songs

patter songs

answer songs

hymns

choral.

Knowledge of copyright must include:

royalty entitlements, such as from:

sale of recordings

broadcasting, including radio, internet or television

use of songs in movies, e.g. royalties from the sale of the soundtrack album

role of Australasian Performing Rights Association (APRA)

sharing song royalties, e.g. with other band members

correct format for copyright notices:

copyright symbol, followed by the name of the copyright owner and the year of first publication

for sound recordings, the letter P (for phonogram) in a circle or in brackets is used.

Networks may include:

performers

composers

media outlets:

radio

television

internet

dance clubs and other music venues

DJs

music publishers

aggregators.

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, identify purpose of lyrics to be written 
Identify appropriate cultural and stylistic contexts to suit the purpose of songs 
Agree on nature of collaborative arrangements with composers or performers as required 
Agree on format for final presentation of lyrics 
Use own imagination and lyric-writing resources to generate a range of ideas that suit the purpose and musical style of songs 
Use a range of writing techniques and rhyme patterns to develop the message of songs 
Use writing techniques to convey appropriate meaning, mood or effect 
Apply knowledge of song structures and song formats to enhance the effect of songs 
Align lyrics with starting points, climaxes and cadence points of a song's melody 
Review work in progress with relevant personnel and make adjustments as required 
Present lyrics in agreed format 
Review process for writing lyrics and note areas for future improvement 
Apply knowledge of copyright to maximise income from song writing 
Develop networks to maximise exposure of own songs 

Forms

Assessment Cover Sheet

CUSMCP302A - Write song lyrics
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

CUSMCP302A - Write song lyrics

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: