Application
Performing musicians, composers and arrangers apply the skills and knowledge outlined in this unit. At this level they need to apply an advanced knowledge of harmony and the related theoretical language of music as they discuss music or musical ideas with their peers. The ability to analyse harmony is essential for people who write about music at an advanced level. |
Elements and Performance Criteria
ELEMENT | PERFORMANCE CRITERIA |
Clarify analysis requirements | 1. Discuss with appropriate personnel the purpose and scope of the harmonic analysis 2. Identify appropriate methodologies for analysing harmony in the context of the required task 3. Identify the musical styles, genres or pieces to be analysed 4. Clarify timelines for completion of analysis and factors that may impact on it |
Identify musical elements | 5. Analyse music examples to identify elements of harmony 6. Identify a sufficient range of harmonic and melodic elements to ensure that the analysis is comprehensive and to the required standard |
Analyse how functional harmony contributes to performance and compositional outcomes | 7. Identify the way in which the harmony functions within the musical examples to inform the distinctive character of compositions, performances or arrangements 8. Analyse music with respect to the way harmonic elements are combined, manipulated and interpreted for aesthetic, technical and/or expressive outcomes 9. Discuss aspects of work in progress with peers and incorporate different angles or ideas into the analysis as appropriate |
Present or apply analysis | 10. Apply knowledge of harmony and related theoretical vocabulary to the analysis in an appropriate way 11. Ensure that all aspects of musical examples are analysed or described to the required standard of analysis and depth of understanding 12. Apply broader knowledge of music to the harmonic analysis 13. Compile or synthesise conclusions of the harmonic analysis in required format within agreed timelines 14. Seek feedback on analysis from appropriate personnel and adjust conclusions as required 15. Evaluate analysis process and note areas for future improvement |
Required Skills
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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 music analysis accurately and appropriately using appropriate conventions of music writing and nomenclature read music use language appropriate to the intended audience analytical skills sufficient to: apply appropriate analytical methods of interpretation relevant to area of specialisation retrieve and use appropriate resources to develop analysis focus analysis on appropriate harmonic elements within compositions and/or performances accurately analyse a variety of scales, chord sequences and music systems, including rhythms, time signatures, beat patterns or other elements of musical organisation 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 analysis 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 writing and talkingabout music writing and communication principles for the relevant medium written and aural-presentation 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: complete at least three harmonic analyses that demonstratewell-developed understanding of harmonic theories and principles apply harmonic analysis to own professional practice apply well-developed analytical, reflective, critical-listening and communication skills in the context of analysing harmony. |
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 opportunities to apply the analysis of harmony in a practical context 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 harmonic analyses 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 analysing harmony for a range of purposes authenticated details of relevant commercial or other examples of harmonic analysis. |
Guidance information for assessment | Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMCP502A Compose music for screen CUSMCP601A Extend techniques for composing music CUSMCP602A Extend techniques for arranging music CUSMLT601A Analyse music 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: | deconstruction of musical examples into theoretical component parts, including; melodic, harmonic and rhythmic structures in music technical components of music expressive components of music representation of new musical ideas performance composition arranging musical accompaniment research for: performance improvisation academic purposes written articles, program notes, criticism or marketing educational purposes and materials performance commentary. |
Methodologies may include: | reflective listening study of 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 investigating and using relevant theoretical principles practical application of principles of harmony. |
Musical examples may include: | music pieces scores or charts compositions and improvisations recordings other written examples and/or performances styles and genres may include: folk and traditional music forms, including European classical or traditional music of any other culture all contemporary popular musical styles jazz world country. |
Harmonic elements may include: | key signatures melody harmony/chords tonality scales accidentals ornamentation suspensions passing notes form/structure transposition texture style genre cultural context relationship to text. |
Theoretical vocabulary may include musical devices and systems that relate to: | pitch melody harmony, chords and progressions scales time signatures tonality chord/scale relationships ornamentation form/structure rhythm beat tempo timbre/tone colour interpretation expression nuance phrasing articulation dynamics musical symbols: staves and leger lines clefs key signatures accidentals symbols and terms indicating notes, chords and repeats phrasing. |
Sectors
Unit sector |
Competency Field
Performing arts - music literacy |
Employability Skills
This unit contains employability skills. |
Licensing Information
Not applicable.