ELEMENT

PERFORMANCE CRITERIA

1. Set personal goals for extending own aural-perception skills

1.1 In consultation with appropriate personnel, identify the applications of aural-perception skills most relevant to own music practice

1.2 Determine how own mastery of rhythmic, melodic and harmonic music structures can be improved

1.3 Identify the genres and styles in own music practice that need attention in the context of refining aural-perception skills

1.4 Prepare a plan for own skill development, including a timeline and criteria for measuring improvements

1.5 Discuss plan with appropriate personnel and incorporate feedback as required

2. Expand methods for the aural recognition of music

2.1 Analyse conventions of language and terminology in the context of improving own aural-perception skills

2.2 Expand ways of hearing music, as well as listening for and naming relevant music structures

2.3 Expand knowledge of music-writing conventions connected with aural skill development

2.4 Explore more advanced rhythmic, melodic and harmonic structures connected with aural skill development

3. Apply improved aural-perception skills to own music practice

3.1 Focus on applying improved aural-perception skills in rehearsals or other practice activities

3.2 Adhere to conventions of language and terminology

3.3 Discuss application of aural-perception skills with peers and incorporate new ideas and techniques into own music practice

4. Evaluate own skill development

4.1 Monitor own progress against personal goals and skill-development plan

4.2 Discuss progress of skill development with appropriate personnel and act on feedback as required

4.3 Identify personal strengths and weaknesses as a means of improving own work

4.4 Evaluate overall effectiveness of learning methods in the expansion of aural-perception skills

Required skills

listening skills in the context of recognising how more advanced intervals, chords, scales and chord progressions are used in music

communication skills sufficient to:

read and understand relevant sources of information

discuss with peers ideas and techniques associated with aural-perception skills

seek and respond to feedback on own skill development

initiative and enterprise skills in the context of analysing and recognising music structures and 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:

set goals and plan own skill development

research 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:

well-developed understanding of repertoire relevant to chosen musical specialisation

well-developed understanding of musical protocols and customs for listening to music relevant to the music specialisation

deep awareness of genres and styles, and their musical forms and conventions

sophisticated aural recognition and interpretation of chords, scales, melodies, forms, textures or other conventions in music

well-developed understanding of musical form in the selected specialisation

issues and challenges that arise in the context of improving aural-perception skills

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 complex music structures accurately

adhere to the conventions of music language and terminology within selected styles

apply aural-perception skills to own music practice

plan and monitor progress in refining own aural-perception skills.

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

opportunities to demonstrate improvement in aural-perception skills.

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 complex music structures

evaluation of candidate's plan for improving own aural-perception skills, including evidence of monitoring progress against goals

discussion and/or case studies to determine candidate's ability to deal with challenges that arise in the context of improving aural-perception skills

written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit and to assess the refinement 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:

CUSMCP401A Develop techniques for arranging music

CUSMCP402A Develop techniques for composing music

CUSMCP501A Compose music using electronic media

CUSMCP502A Compose music for screen

CUSMPF506A Develop technical skills and expand repertoire.

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.

Applications of aural-perception skills may include:

ability to identify and discuss sophisticated music components with peers and other industry personnel

capacity to transcribe complex live or recorded music

developed appreciation of music subtleties and complexities

developed overall musicianship

preparation of scores, charts and other forms of notated music

access to new forms of music.

Music structures may include:

key signatures

developed harmonic and melodic structures

grouping of complex rhythmic structures

time signatures, including compound and odd time signatures

note pitch

note duration

scales and associated modes

accidentals

chords and chord progressions, including chord substitutions.

Genres and styles may include:

classical

jazz

popular music

church

folk

world.

Conventions of language and terminology may relate to:

music structures

music notation, including:

bar lines

repeats

sign

coda

ties

rests

phrases

ornaments

music forms, including:

popular

jazz

classical.

Music-writing conventions may include:

manuscript layout

more sophisticated methods of notation

rehearsal figures

bar lines

ownership and copyright information.