Application
Working musicians, music writers, music performance curators, and festival and concert programmers apply the skills and knowledge outlined in this unit. At this level they require a sound awareness of aesthetics in music as they continue to develop an artistic sensibility in their professional practice. A deep appreciation of music is essential, along with skills in aural discrimination and artistic judgement. More advanced music-appreciation skills are covered in:
CUSMLT601A Analyse music.
Prerequisites
Not applicable
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
1. Clarify scope of music exploration | 1.1 Discuss with appropriate personnel the purpose and scope of the music study 1.2 Identify appropriate methodologies for exploring and understanding the aesthetic, technical and expressive aspects of music 1.3 Identify musical styles, genres or pieces to be examined 1.4 Clarify timelines for completion of study and factors that may impact on it |
2. Identify aesthetic and expressive elements of music | 2.1 Assess musical examples to determine the overall style and character of the music 2.2 Investigate musical elements for their expressive, aesthetic and technical qualities 2.3 Identify a sufficient range of musical elements to ensure that the analysis is accurate and comprehensive 2.4 Discuss aspects of work with peers and incorporate different perspectives or ideas about music as appropriate |
3. Convey ideas about music | 3.1 Apply knowledge of the aesthetic, technical and expressive characteristics of music and related music vocabulary in an appropriate way 3.2 Ensure that the aspects of musical examples are described to the required style and standard 3.3 Compile and clearly articulate ideas about music in the required format within agreed timelines and in a manner suited to the target audience 3.4 Seek feedback on developed music perspectives from appropriate personnel and adjust conclusions as required 3.5 Evaluate the processes followed for exploring and understanding ideas about music and note areas for future improvement |
Required Skills
Required skills |
communication and literacy skills sufficient to: interpret and clarify written and verbal instructions discuss music and musical ideas with peers respond positively to constructive feedback articulate ideas about music accurately and appropriately using appropriate conventions of music writing and nomenclature read music use language appropriate to the intended audience analytical skills sufficient to: retrieve and use appropriate resources to develop analysis focus study on appropriate musical elements within compositions and performances initiative and enterprise skills in the context of empathising with the creative work of composers and performers self-management and planning skills sufficient to: prioritise work tasks source information and reference material in a timely fashion meet deadlines seek expert assistance when problems arise |
Required knowledge |
well-developed understanding of music-related issues, including: styles and genres, and musical forms and conventions relevant to music exploration music notation techniques for discriminating music aurally to analyse music repertoire relevant to chosen musical styles and genres musical and cultural protocols musical form and performance conventions cultural circumstances of music performance and consumption elements of musical organisation in relation to content of written work technical processes and demands of composition and/or music performances issues and challenges that arise when developing an understanding of music written, aural-presentation and communication techniques for the relevant medium |
Evidence Required
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: demonstrate sound understanding of the aesthetic, technical and expressive characteristics of music apply analytical, reflective, critical-listening and communication skills in the context of exploring and articulating ideas about music present the findings of a study of musical examples in an appropriate way. |
Context of and specific resources for assessment | Assessment must ensure: access to printed scores or recorded performances as required by the specialisation to be assessed 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 musical studies completed by the candidate 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 arise in the context of exploring and understanding music for a range of purposes authenticated details of relevant commercial or other examples of musical analysis. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMLT403A Analyse functional harmony CUSIND501A Apply music knowledge and artistic judgement CUSMLT502A Apply concepts about the impact of music to professional practice CUSWRT501A Write about music. |
Range Statement
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: | authors composers artists and performers broadcasters editors writers graphic designers program or event managers sound-production or recording personnel record companies directors producers programmers academic supervisors production managers music promoters, agents and marketers. |
Purpose and scope may include: | analysis to determine the music's: aesthetic qualities technical qualities expressive qualities capacity for aesthetic and/or literal communication creative and innovative qualities expression of new ideas capacity to reflect value systems capacity for the aural transmission of knowledge and wisdom research for: performance improvisation academic purposes written articles, program notes, criticism or marketing educational purposes and materials performance commentary written or electronic media programs, presentations or live events. |
Methodologies may include: | reflective listening studying music notation examples, including specific scores and texts performance analysis studying the representation of music as symbols transcribing and analysing musical examples investigating the use of conventions of notation and music nomenclature debating ideas reviewing and incorporating ideas from relevant literature and methodologies cross-referencing compositional and performance examples. |
Musical examples may include: | music pieces scores or charts compositions and improvisations recordings other written examples and/or performances styles and genres, such as: folk and traditional music forms, including European classical or traditional music of any other cultures all contemporary popular musical styles jazz world country. |
Musical elements may include: | acoustics aesthetic qualities articulation beat cultural context dynamics expression form/structure genre harmony/chords instrumentation interpretation melody notation nuance ornamentation phrasing pitch relationship to text rhythm scales sound production style tempo texture timbre/tone colour time signatures tonality. |
Music vocabulary may relate to elements, such as: | specialised knowledge of repertoire specialised knowledge of artists critical-listening skills artistic judgement music history performance practice in a range of styles and customs music technology music texts aural recognition and comprehension of musical devices and systems, including: melody harmony timbre attack pitch tempi dynamics expression physics of music and sound production technical requirements for a range of instruments in a range of musical styles and performance contexts aural imagination and innovation musical styles and genres. |
Target audiences may include: | peers and colleagues authors composers artists and performers editors program or event managers sound-production or recording personnel record companies directors producers media programmers academic supervisors production managers tutors and teachers mentors presenters general public. |
Sectors
Performing arts - music literacy
Employability Skills
Not applicable
Licensing Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.