CUSMCP402A - Develop techniques for composing music Competency Mapping Template

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

CUSMCP402A Mapping and Delivery Guide
Develop techniques for composing music

Version 1.0
Issue Date: May 2024

Qualification	-	Unit of Competency	CUSMCP402A - Develop techniques for composing music
Description	This unit describes the performance outcomes, skills and knowledge required to apply aural imagination and perception skills to compose a range of musical pieces.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	Composers in all genres apply the skills and knowledge outlined in this unit. They could be creating music for a wide range of ensemble, band or solo performances, for such things as music theatre, corporate events, advertising, schools and computer games.This unit builds on skills covered in:CUSMCP301A Compose simple songs or musical pieces.Skills associated with using computer technology as the primary tool for composing music are covered in:CUSMCP501A Compose music using electronic media.
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: Explore ways of expressing ideas musically	In consultation with appropriate personnel, identify factors that may have an impact on how to approach the composition of music Consider the range of ways musical elements could be organised for different types of musical pieces and different purposes
Element: Generate ideas for musical pieces	Clarify scope of composition brief with appropriate personnel Prepare a plan for completing work in line with the requirements of the brief and negotiate a contract as required Brief other people involved in the composition project as required Generate a range of musical ideas or starting points and experiment with options for realising them Investigate the potential of basic structural elements for achieving the desired effect Discuss options with appropriate personnel and refine ideas as required
Element: Create musical pieces	Develop and apply a range of compositional techniques to organise musical elements into working versions of musical pieces Listen to work in progress with appropriate personnel and seek feedback on how well compositions meet creative and technical requirements Incorporate ideas and suggestions into final compositions As required, attend rehearsals or performance workshops where compositions are being played and make any necessary adjustments to compositions Present all compositions in required format by agreed deadline
Element: Evaluate own musical compositions	Identify criteria to provide an effective measure of the success of own compositions Compare work against previous compositions to assess development of techniques and ideas Discuss strengths and weaknesses of compositions with appropriate personnel and identify strategies for improving own compositional techniques

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: compose a selection of musical pieces in response to at least two briefs apply well-developed aural skills to the composition process work collaboratively with others involved in creating or performing the compositions.
Context of and specific resources for assessment	Assessment must ensure: access to an environment where music compositional skills can be applied access to appropriate range of instruments relevant to the candidate's selected musical styles access to industry-current software, hardware and audio equipment for composing, orchestrating and setting down music access to scores relevant to the candidate's selected musical styles 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 work plans prepared by the candidate direct observation of the candidate composing musical pieces written or oral questioning to assess candidate's understanding of musical elements and compositional techniques 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 typically arise in the context of composing music in response to a brief.
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 CUSMCP401A Develop techniques for arranging music CUSMCP501A Compose music using electronic media CUSMLT401A Notate music for performance CUSMLT403A Analyse functional harmony CUSMLT501A Refine aural-perception skills.

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 compositional requirements in a collaborative manner

document plans for compositional projects

respond positively to constructive feedback on own compositions

listening skills in the context of:

using aural imagination when manipulating musical elements

analysing music instrumentation

applying aural-perception skills to improve compositional outcomes

initiative and enterprise skills in the context of:

phrasing and shaping music appropriately

expressing appropriate musical nuance

demonstrating originality and innovative approaches in the use and organisation of musical elements

extending musical boundaries for self and audience

experimenting with the synthesis of musical ideas and materials from a range of sources

composing appropriately for the context of venues, sound forces and perceived audience taste

learning skills in the context of continuously improving composition techniques through practice and refinement based on critical feedback

planning, self-management and organisational skills sufficient to:

prioritise work tasks

meet deadlines

plan the composition of musical pieces in a logical sequence

work within established budgets and timeframes

demonstrate reliability in all agreed work commitments

technology skills in the context of using music composition software at a working level of proficiency

Required knowledge

well-developed understanding of musicianship issues, including:

repertoire and music history relevant to area of specialisation

instrumentation and orchestration

musical protocols and customs for setting down music

genres and styles, and their musical forms and conventions in written notation

interpretation of chords, scales, melodies, forms, textures or other conventions found within music notation

options for using computer applications to notate music

copyright issues in relation to composing music

reading and writing music using written music notation, such as acoustic and electronic scores, sheet music and chord charts

techniques for writing directions for:

instrumentation

voicing

expression

timbre

attack

pitch

tempi

dynamics

issues and challenges that typically arise in the context of composing music


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.
Appropriate personnel may include:	performer ensemble member presenter designer: sound lighting costume make-up and hair special effects client marketing and promotions personnel artist's agent conductor tutor mentor.
Factors may include:	purpose of musical composition, such as for: specific artist 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 contractual arrangements available resources amount of time allocated to rehearsal available budget client's expectations intellectual property copyright online distribution considerations: file compression for streaming and downloading file formats promotional samples to accompany each piece timelines.
Musical elements may include:	acoustics aesthetic qualities articulation attack beat cultural context duration dynamics expression form harmony/chords instrumentation interpretation intonation melody notation nuance orchestration ornamentation phrasing pitch relationship to song lyrics rhythm scales shape sound production suspensions tempo texture timbre/tone colour time signatures tonality transposition unity and contrast voicing volume.
Scope of composition brief may include:	purpose number of musical pieces required duration of pieces musical genre instruments for which music is being composed budget required resources evaluation and review requirements timeline final format for compositions.
Aspects to be covered in the work plan may include:	duration, general vision for and scope of the composition material text and any associated collaboration required timelines budget instrumental and performing resources required for the work timetable that allows for unexpected developments and contingencies communication plan that ensures ongoing discussion and confirmation of the music being composed plan of music components and any text components map that clearly indicates duration requirements for sections of the work.
Aspects to be covered in a contract may include:	milestones and payment schedule materials and facilities provided by both parties responsibilities of both parties role of any subcontracted personnel process for negotiating variations to the contract.
Briefing others may involve:	allocating work in line with project requirements providing specifications agreeing on standards of work and monitoring procedures providing technical and financial information agreeing on payment schedules discussing reporting mechanisms and arrangements for dealing with contingencies negotiating process for providing feedback on work in progress.
Compositional techniques may include:	applying the theory and practice of harmony and counterpoint composing heads as starting points for jazz improvisation instrumentation generating workable rhythm section parts writing note combinations that sound good to the ear contrary motion writing parts creating introductions and endings using countermelodies re-harmonising chord progressions developing musical themes or motifs.
Format may be:	computer-based paper-based.

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 appropriate personnel, identify factors that may have an impact on how to approach the composition of music
Consider the range of ways musical elements could be organised for different types of musical pieces and different purposes
Clarify scope of composition brief with appropriate personnel
Prepare a plan for completing work in line with the requirements of the brief and negotiate a contract as required
Brief other people involved in the composition project as required
Generate a range of musical ideas or starting points and experiment with options for realising them
Investigate the potential of basic structural elements for achieving the desired effect
Discuss options with appropriate personnel and refine ideas as required
Develop and apply a range of compositional techniques to organise musical elements into working versions of musical pieces
Listen to work in progress with appropriate personnel and seek feedback on how well compositions meet creative and technical requirements
Incorporate ideas and suggestions into final compositions
As required, attend rehearsals or performance workshops where compositions are being played and make any necessary adjustments to compositions
Present all compositions in required format by agreed deadline
Identify criteria to provide an effective measure of the success of own compositions
Compare work against previous compositions to assess development of techniques and ideas
Discuss strengths and weaknesses of compositions with appropriate personnel and identify strategies for improving own compositional techniques

Forms

Assessment Cover Sheet

CUSMCP402A - Develop techniques for composing 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

CUSMCP402A - Develop techniques for composing 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:

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

CUSMCP402A Mapping and Delivery Guide Develop techniques for composing music

Version 1.0 Issue Date: May 2024

Evidence Required

Submission Requirements

Assessment Tasks

Observation Checklist

Forms

Assessment Cover Sheet

CUSMCP402A - Develop techniques for composing music

Assessment task 1: [title]

Assessment Record Sheet

CUSMCP402A - Develop techniques for composing music

CUSMCP402A Mapping and Delivery Guide
Develop techniques for composing music

Version 1.0
Issue Date: May 2024