Application
This unit describes the skills and knowledge required to develop music knowledge by listening and responding to music.
It applies to individuals entering the music industry who need to recognise music components when listening so that they can engage with, reflect on and make informed judgements about music. This work is done under close supervision and guidance.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Identify and differentiate a range of musical styles | 1.1 Actively listen to a range of recorded and live music performances in selected musical styles, and discuss with appropriate people 1.2 Compare a range of musical styles using appropriate listening skills and music terminology 1.3 Identify the repertoire of a range of musical styles using appropriate information sources, and discuss with appropriate people |
2. Develop musical ideas | 2.1 Listen to and identify musical ideas in a range of musical styles 2.2 Research information on the instruments, performance customs and historical background of musical ideas for selected musical styles 2.3 Identify and develop own musical ideas and discuss with appropriate people 2.4 Apply musical ideas to own developing area of music practice, and share with appropriate people |
3. Update and maintain music knowledge | 3.1 Identify and use a range of opportunities to develop knowledge of music fundamentals and listening skills 3.2 Listen to selected music pieces and identify components of music and basic music structures and forms 3.3 Investigate the work of well known composers, performers and producers in selected musical styles 3.4 Check the credibility and reliability of information sources with appropriate people 3.5 Apply music knowledge to day-to-day activities to enhance quality of work performance |
Evidence of Performance
Evidence of the ability to:
use listening skills to identify musical styles, musical components and basic music structures and forms
research and apply information on, and ideas about, musical styles to day-to-day work activities.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
Evidence of Knowledge
To complete the unit requirements safely and effectively, the individual must:
outline basic music structures, styles and forms
outline instruments used within selected musical styles
outline works/background of well known composers and performers in selected musical styles
define terminology related to identification of musical components.
Assessment Conditions
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:
recorded music in a range of styles and genres
an environment where musical ideas can be safely expressed
appropriate technology to collect, download and store information.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.
Foundation Skills
This section describes language, literacy, numeracy and employment skills incorporated in the performance criteria that are required for competent performance.
Skill | Performance Criteria | Description |
Learning | 3.1 | Locates formal and informal learning opportunities to develop music knowledge |
Reading | 1.3, 2.2, 3.3 | Researches particular background information in order to understand the source of musical ideas |
Oral Communication | 1.1-1.3, 2.1, 2.3, 2.4, 3.2, 3.4 | Participates in discussions using appropriate language and features in both familiar and unfamiliar contexts Uses industry specific vocabulary to check own understanding and clarify new concepts Derives meaning from aural sources |
Navigate the world of work | 2.3, 2.4 | Begins to develop some insights into personal goals, preferences and aptitudes |
Interact with others | 1.1-1.3, 2.3, 2.4, 3.4 | Collaborates to achieve results Elicits feedback from appropriate people about a range of musical styles and ideas |
Get the work done | 1.1-1.3, 2.1, 2.2, 2.4, 3.5 | Plans and completes a range of routine tasks associated with own role Makes routine decisions directly related to own role |
Sectors
Performing arts – music literacy