People preparing to enter the music industry as musicians, songwriters, composers or arrangers, apply the skills and knowledge outlined in this unit. Basic musicianship skills can be applied in a range of contexts, for example, transcribing live or recorded music and assisting with the preparation of charts and other forms of notated music. The application of more complex aural-perception skills is covered in:
CUSMLT501A Refine aural-perception skills.
Not applicable
ELEMENT | PERFORMANCE CRITERIA |
1. Identify areas for aural skill development | 1.1 In consultation with appropriate personnel, plan development of aural-perception skills 1.2 Investigate the uses of aural-perception and recognition skills 1.3 Establish the rhythmic, melodic and harmonic music structures for recognition 1.4 Nominate music genres and styles within which the structures are located |
2. Develop methods for the aural recognition of music | 2.1 Examine conventions of language and terminology connected to relevant music structures 2.2 Investigate ways of hearing music as well as listening for and naming relevant music structures 2.3 Investigate music-writing conventions connected with aural skill development 2.4 Explore rhythmic, melodic and harmonic structures connected with aural skill development |
3. Practise aural recognition of music | 3.1 Identify aural-recognition requirements through discussion with appropriate personnel 3.2 Practise and develop the aural recognition of music structures 3.3 Adhere to conventions of language and terminology |
4. Evaluate progress with the development of aural skills | 4.1 Seek feedback on skill development from appropriate personnel 4.2 Identify personal strengths and weaknesses as a means of improving own work 4.3 Evaluate overall effectiveness of learning methods in the development of aural-perception skills. |
Required skills |
listening skills in the context of recognising how intervals, chords, scales and chord progressions are used in music to achieve unity and variety communication skills sufficient to: read and understand relevant sources of information discuss music in adherence to music conventions seek and respond to feedback on own skill development initiative and enterprise skills in the context of recognising music structures and interpreting musical elements problem-solving skills sufficient to: troubleshoot difficulties connected with the aural recognition of music plan work tasks in a logical sequence planning and organisational skills sufficient to: work to set goals gather information onmusicalstyles,elementsandforms/structures self-management skills sufficient to: work to personal goals seek expert assistance when problems arise learning skills sufficient to aurally recognise music structures accurately technical skills sufficient to accurately analyse: scales chord sequences and music systems rhythms time signatures beat patterns of musical organisation relevant to specialisation |
Required knowledge |
musicianship, including: repertoire relevant to chosen musical specialisation musical protocols and customs for listening to music relevant to chosen music specialisation awareness of genres and styles, and their musical forms and conventions aural recognition and interpretation of chords, scales, melodies, forms, textures or other conventions in music |
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: hear and recognise simple music structures accurately adhere to the conventions of music language and terminology within selected styles. |
Context of and specific resources for assessment | Assessment must ensure: access to a selection of recorded or performed music for investigation and skill development 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: direct observation or video recording of the candidate's ability to aurally recognise simple music structures written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit and to assess the development of aural-perception skills. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMCP301A Compose simple songs or musical pieces CUSMCP401A Develop techniques for arranging music CUSMCP402A Develop techniques for composing music CUSMLT303A Notate music CUSMPF410A Perform music from written notation. |
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: | teachers mentors arrangers composers music editors musicians bandleaders music conductors choir leaders. |
Uses of aural-recognition and perception skills may include: | ability to identify and discuss music components with peers and other industry personnel capacity to transcribe live or recorded music appreciation of music subtleties and complexities development of overall musicianship assisting in the preparation of charts and other forms of notated music access to new forms of music. |
Music structures may include: | key signatures harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords and chord progressions. |
Music genres and styles may include: | classical jazz popular music church folk world. |
Conventions of language and terminology may relate to: | key signatures harmonic and melodic structures grouping of simple rhythmic structures time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2 note pitch note duration accidentals chords and chord progressions bar lines repeats sign coda ties rests phrases ornaments popular music forms jazz forms classical forms. |
Music-writing conventions may include: | manuscript layout methods of notation rehearsal figures bar lines ownership and copyright information. |
Performing arts - music literacy
Not applicable
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.