- CUSSOU402A - Develop and implement sound plans
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUSSOU402A Mapping and Delivery Guide
Develop and implement sound plans
Version 1.0
Issue Date: May 2024
Qualification | - |
Unit of Competency | CUSSOU402A - Develop and implement sound plans |
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Description | This unit describes the performance outcomes, skills and knowledge required to develop and implement sound plans for productions. This involves researching the most appropriate sound systems to use, identifying everything needed to meet creative and technical requirements, and supervising the implementation of sound plans.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 | Sound technicians and supervisors apply the skills and knowledge described in this unit. They are responsible for developing and implementing sound plans to meet production requirements. Industry sectors in which they work include music (live and recorded), television, radio, film, video, stage productions and corporate events. Depending on the type of production, they could be developing a sound plan in response to specifications from a sound designer. | ||
Duration and Setting | X weeks, nominally xx hours, delivered in a classroom/online/blended learning setting. |
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Prerequisites/co-requisites | |||
Competency Field | Media and entertainment production - audio/sound |
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 | |
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Elements of Competency | Performance Criteria | |||||||
Element: Establish brief for sound system |
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Element: Produce sound plan |
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Element: Implement sound plan |
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Element: Evaluate operations |
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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: prepare sound plans that clearly specify all production requirements implement sound plans on at least two occasions supervise the work of others work collaboratively with team members. |
Context of and specific resources for assessment | Assessment must ensure: access to a range of industry-current equipment as listed in the range statement access to venues and productions or events use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed. |
Method of assessment | The following assessment methods are appropriate for this unit: case studies, and written or oral questioning to test knowledge as listed in the required knowledge section of this unit authenticated copies of sound plans developed by the candidate. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBOHS407A Monitor a safe workplace CUSSOU401A Record sound CUSSOU405A Mix recorded music CUSSOU407A Coordinate location sound recording. |
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.
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Required skills |
communication and teamwork skills sufficient to: liaise and negotiate with sound-production personnel supervise the implementation of sound plans clearly explain/offer options about sound systems for a range of productions critical-listening and aural-discrimination skills in the context of sound operations initiative and enterprise skills in the context of: contingency planning responding effectively to equipment or system malfunction and other unexpected events during productions literacy skills sufficient to: read and interpret recording documentation document and annotate sound plans numeracy skills sufficient to calculate the range of recording devices needed to capture sound in various environments planning and organisational skills sufficient to: prioritise work tasks meet deadlines locate and use relevant sources of information in the context of preparing sound plans technology skills sufficient to: work with a variety of audio equipment identify and rectify equipment faults |
Required knowledge |
techniques and principles in sound system specification, including: applying acoustic principles when evaluating sound systems and their components operational knowledge of a wide range of sound-recording equipment how sound is incorporated into the artistic, technical and operational requirements of productions features and operating characteristics of noise reduction systems fault finding techniques and procedures testing procedures drawing and annotating sound systems in sound plans issues and challenges that typically arise in the context of developing and implementing sound plans OHS principles of safe listening, including safeguards against hearing loss |
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: | artists, musicians and performers audio personnel: sound engineers sound technicians sound editors sound designers sound effects personnel post-production editors foldback mixers front-of-house mixers recordists re-recording mixers audio stagehands broadcasters broadcast engineers directors producers photographers program managers stage managers floor managers film/video crew. |
Production requirements may include: | attributions audience budget confidentiality content contractual arrangements copyright deadlines direct quotes duration intellectual property interviews location purpose schedule style. |
Productions may include: | live performance or event commercial print advertisement corporate video feature film and/or video filmed event and/or performance interactive media product internet production electronic game production music recording and/or video promotional trailer radio broadcast short film and/or video television program training film and/or video voice-over. |
Elements of a sound plan may include: | list of equipment required features of the sound system personnel required block diagrams to indicate positioning of equipment for optimum effect pre-production testing arrangements venue considerations budget performers' requirements interaction with other production elements, e.g. lighting sound sources. |
Sound sources may include: | dialogues and voice-overs additional dialogue recording (ADR) effects (FX) music produced acoustically or electronically foley atmosphere sounds from the natural environment. |
Equipment may include: | amplifiers limiters compressors effects rack turntables analogue to digital converters cables compact disc (CD) and digital versatile disc (DVD) players and burners computer technology and associated software recording devices: hard disk recorder, e.g. digital audio workstation (DAW) digital audiotape recorder, e.g. S-DAT and R-DAT digital videotape recorder (DVTR) mini disc recorder (MD) modular digital multi-track recorder (MDM) digital audio players, such as: iPod MP3 headphones microphones and accessories mixing consoles and desks monitors and speakers signal processors and plug-ins sequencers and samplers musical instruments. |
Documentation may include: | microphone plots sound sources block diagrams layout cue sheets track sheets dubbing charts equipment instructions OHS requirements organisational standards performers' requirements production schedules and set-up reports shot lists sound and audio reports storyboards technical manuals. |
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 |
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Liaise with the relevant personnel to determine the project requirements | |||
Undertake research to determine the best options for meeting production requirements | |||
Consider available budget and other resources when determining the scope of the production | |||
Source additional expertise as required | |||
Develop a draft sound plan to meet production requirements | |||
Ensure that microphone plots, sound sources, block diagrams and layout are drawn and notated as required | |||
Anticipate problems that might arise and plan accordingly | |||
Seek feedback on draft sound plan from relevant personnel and amend plan | |||
Ensure that all parties meet their obligations, adhere to quality standards and work within project requirements | |||
Ensure that relevant personnel are involved in negotiating and agreeing on changes to the sound plan | |||
Ensure that sound system is tuned to achieve desired result | |||
Ensure that equipment technical problems are addressed in ways that cause least disruption to productions | |||
Ensure that all work is undertaken with due regard to OHS requirements | |||
Prepare and update documentation as required | |||
In consultation with relevant personnel identify aspects of the production that worked well and those that could be improved | |||
Evaluate own role in operations and note areas for improvement | |||
Provide feedback to team members on their performance as required | |||
Document evaluation of operations in line with enterprise procedures |
Forms
Assessment Cover Sheet
CUSSOU402A - Develop and implement sound plans
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Assessment Record Sheet
CUSSOU402A - Develop and implement sound plans
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Assessment task 1: [title] Result: Competent Not yet competent
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Feedback to student:
Overall assessment result: Competent Not yet competent
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