- CUSSOU406A - Record sound on location
Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners
CUSSOU406A Mapping and Delivery Guide
Record sound on location
Version 1.0
Issue Date: April 2024
| Qualification | - |
Unit of Competency | CUSSOU406A - Record sound on location |
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| Description | This unit describes the performance outcomes, skills and knowledge required to record sound on location for screen productions. Well-developed understanding of how sound is used in screen productions is essential, along with the ability to work cooperatively and sensitively with performers and other production crew members.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 recordists and boom operators apply the skills and knowledge described in this unit. They are responsible for recording sound effects and location atmosphere. They are also responsible for using boom mounted microphones and radio microphones to record dialogue in both outdoor and indoor locations. The operation of the boom requires precision and physical stamina to ensure that the optimum quality sound is captured without interfering with camera operation or the movement of actors. | ||
| 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: Prepare for location recording |
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| Element: Capture dialogue |
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| Element: Capture sound effects |
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| Element: Finalise sound-recording 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: record dialogue using a boom pole for at least two screen productions record live sound effects on location work cooperatively in a team environment meet deadlines observe safety guidelines on set. |
Context of and specific resources for assessment | Assessment must ensure: access to screen projects where dialogue and sound are being recorded access to industry-current sound equipment and accessories 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 to assess candidate's ability to deal with challenges that typically arise in the context of recording sound on location evaluation of dialogue and sound recorded by the candidate observation of candidate recording sound on location written or oral questioning to test knowledge as listed in the required knowledge section of this unit. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSSOU401A Record sound 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: work cooperatively with camera and lighting operators and others involved in film shoots respond appropriately to requests from performers treat performers sensitively and with respect when positioning microphones numeracy skills sufficient to calculateduration and capacity of recording media at various speed/sample rates learning skills sufficient to maintain currency of knowledgeof recording equipment upgrades literacy skills sufficient to read and interpret scripts and production documentation planning and organisational skills sufficient to: prioritise work tasks meet deadlines initiative and enterprise skills in the context of: finding creative solutions to sound-recording challenges demonstrating a precise attention to detail problem-solving and self-management skills sufficient to: apply critical-listening skills to sound recordings to identify faults in recording promptly and effectively rectify equipment problems comply with on-set protocols work effectively under pressure technology skills sufficient to: use a variety of sound-recording equipment manage file structures to ensure compatibility with syncing and editing make regular backups |
Required knowledge |
roles and responsibilities of film and television production personnel on-set protocols well-developed understanding of how sound is used in film productions, including the interrelationship of dialogue, sound effects and musical elements principles and techniques of recordingsound for screen productions, including: picture and sound synchronisation creating a sense of audio continuity interaction with camera and lighting crew principles of sound, in particular direct versus reflected sound, and sound perspective operational principles of microphones, including microphone placement operational/technical limitations of recording media acceptable compromises when it comes to the quality of captured sound potential for parallax errors when operating side-on to the sound source cues and how to respond to them recording formats and technical standards timecode levels and standards in analogue and digital applications issues and challenges that typically arise in the context of recording sound on location OHS principles of safe listening, including safeguards against hearing loss relevant sections of the Safety Guidelines for the Entertainment Industry |
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: | director producer director of photography production manager first assistant director (1st AD) sound supervisor sound designer sound recordist boom operator sound engineer performer actor camera operator. |
Documentation may include: | production schedules scripts storyboards shot lists. |
Equipment and accessories may include: | hard disk recorders headphones batteries microphones, including: dynamic condenser radio omnidirectional cardioid hyper-cardioid figure of eight shotgun microphone accessories, including tripod windscreens boom pole, including: aluminium carbon fibre fisher hand-held perambulator remote panner cables, including: balanced unbalanced cable extensions clips connectors, including: female male XLR housing pop filters shock mounts stands, including: desk floor gooseneck amplifiers mixers speakers. |
Consumables may include: | CDs DVDs memory cards batteries masking tape, marker pens and labels cue sheets. |
Positioning may involve: | ensuring that boom and microphone are out of the frame of the camera placing boom and microphone overhead miking from below mounting boom and microphone on a dolly determining movement of boom and microphone during recording of shots ensuring that position of the microphone, mounts, their shadows and reflections are as unobtrusive as possible ensuring that extraneous and unwanted noises are not captured ensuring that boom and microphone are not safety hazards. |
Productions may include: | feature films documentaries short films and videos animation corporate videos training films and videos drama programs variety and lifestyle programs news and current affairs music videos recordings of live productions commercials print advertisements. |
Synchronisation may include: | frame rates synchronising sound and picture on film, such as: crystal sync tones slating time codes, such as: longitudinal SMPTE vertical interval MIDI IEC standard time formats, such as: real time music time film time transfers and dubs, such as: analogue to digital audio digital to digital audio film transferring. |
Unwanted sounds may include: | rustling from radio microphones wind noise hum or buzz distortion cable noise extraneous location noises, such as: traffic doors closing electrical appliances. |
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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| Confirm recording requirements in consultation with relevant personnel and with reference to scripts and other production documentation | |||
| Check that sound equipment and accessories are in working order prior to shoots | |||
| Ensure adequate supply of consumables is available for duration of sound recordings | |||
| Participate in technical run-throughs or rehearsals to determine optimum positioning of boom and microphone for recording shots | |||
| Rig sound equipment and accessories in line with safety, technical and production requirements | |||
| Attach radio or clip microphones to actors' clothing as required | |||
| Ensure run-up time is sufficient and synchronisation codes are referenced to allow stable sound recording | |||
| Move boom according to scripted shots and respond to direction | |||
| Follow the actions and anticipate movements of relevant personnel | |||
| Ensure movement of boom is unobtrusive and sympathetic to actions of relevant personnel and does not generate unwanted noise | |||
| Monitor sound through headphones to ensure unwanted sounds are not being captured | |||
| Communicate with relevant personnel with minimal disruption to operations | |||
| Correct equipment failures with minimal disruption to operations | |||
| Record background location sound for use in post-production | |||
| Place multiple microphones in different positions to capture sound perspective of effects being recorded | |||
| Listen critically to recorded sound and re-record as required to achieve desired effect | |||
| Save recordings in the appropriate format and log/file in line with organisational procedures | |||
| Make safety copies or backups in line with organisational procedures | |||
| De-rig, check and clean sound equipment and accessories | |||
| Leave locations clean and restored to their pre-recording condition | |||
| Evaluate own performance against technical and creative criteria and note areas for improvement |
Forms
Assessment Cover Sheet
CUSSOU406A - Record sound on location
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
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Date:
Assessment Record Sheet
CUSSOU406A - Record sound on location
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:
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Date:
Student signature:
Date: