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Evidence Guide: CUAMCP301 - Compose simple songs or musical pieces

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUAMCP301 - Compose simple songs or musical pieces

What evidence can you provide to prove your understanding of each of the following citeria?

Clarify composition requirements

  1. Consult with relevant people to identify purpose of composing songs or musical pieces
  2. Identify musical styles, elements and forms/structures that might suit the purpose of the composition
  3. Discuss with relevant people how unconventional approaches might be applied
  4. Identify the range of instruments and playing techniques to suit the purpose of compositions
  5. Discuss with relevant people the accepted conventions and formats for the final presentation of a song or musical piece
  6. Agree on format for final presentation of songs or musical pieces
Consult with relevant people to identify purpose of composing songs or musical pieces

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify musical styles, elements and forms/structures that might suit the purpose of the composition

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss with relevant people how unconventional approaches might be applied

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify the range of instruments and playing techniques to suit the purpose of compositions

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss with relevant people the accepted conventions and formats for the final presentation of a song or musical piece

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Agree on format for final presentation of songs or musical pieces

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Compose melodies

  1. Apply standard melody conventions to compositions as required
  2. Identify climax points, harmonies and intervals to be used in the songs or musical pieces
  3. Align lyrics with the starting points, climaxes and cadence points of a song’s melody as required
  4. Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece
  5. Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece
  6. Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece
Apply standard melody conventions to compositions as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Identify climax points, harmonies and intervals to be used in the songs or musical pieces

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Align lyrics with the starting points, climaxes and cadence points of a song’s melody as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Review musical work in progress

  1. Use critical listening to evaluate and adjust own work
  2. Use aural imagination to experiment with and manipulate musical elements as required
  3. Seek feedback on work in progress from relevantpersonnel and refine compositions accordingly
  4. Discuss with relevant people how aural perception skills were applied to improve compositional outcomes
Use critical listening to evaluate and adjust own work

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use aural imagination to experiment with and manipulate musical elements as required

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Seek feedback on work in progress from relevantpersonnel and refine compositions accordingly

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Discuss with relevant people how aural perception skills were applied to improve compositional outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Finalise compositions

  1. Apply copyright notice to the composition
  2. Present compositions in agreed format
Apply copyright notice to the composition

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Present compositions in agreed format

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Clarify composition requirements

1.1 Consult with relevant people to identify purpose of composing songs or musical pieces

1.2 Identify musical styles, elements and forms/structures that might suit the purpose of the composition

1.3 Discuss with relevant people how unconventional approaches might be applied

1.4 Identify the range of instruments and playing techniques to suit the purpose of compositions

1.5 Discuss with relevant people the accepted conventions and formats for the final presentation of a song or musical piece

1.6 Agree on format for final presentation of songs or musical pieces

2. Compose melodies

2.1 Apply standard melody conventions to compositions as required

2.2 Identify climax points, harmonies and intervals to be used in the songs or musical pieces

2.3 Align lyrics with the starting points, climaxes and cadence points of a song’s melody as required

2.4 Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece

2.5 Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece

2.6 Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece

3. Review musical work in progress

3.1 Use critical listening to evaluate and adjust own work

3.2 Use aural imagination to experiment with and manipulate musical elements as required

3.3 Seek feedback on work in progress from relevantpersonnel and refine compositions accordingly

3.4 Discuss with relevant people how aural perception skills were applied to improve compositional outcomes

4. Finalise compositions

4.1 Apply copyright notice to the composition

4.2 Present compositions in agreed format

Required Skills and Knowledge

ELEMENT

PERFORMANCE CRITERIA

Elements describe the essential outcomes.

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Clarify composition requirements

1.1 Consult with relevant people to identify purpose of composing songs or musical pieces

1.2 Identify musical styles, elements and forms/structures that might suit the purpose of the composition

1.3 Discuss with relevant people how unconventional approaches might be applied

1.4 Identify the range of instruments and playing techniques to suit the purpose of compositions

1.5 Discuss with relevant people the accepted conventions and formats for the final presentation of a song or musical piece

1.6 Agree on format for final presentation of songs or musical pieces

2. Compose melodies

2.1 Apply standard melody conventions to compositions as required

2.2 Identify climax points, harmonies and intervals to be used in the songs or musical pieces

2.3 Align lyrics with the starting points, climaxes and cadence points of a song’s melody as required

2.4 Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece

2.5 Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece

2.6 Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece

3. Review musical work in progress

3.1 Use critical listening to evaluate and adjust own work

3.2 Use aural imagination to experiment with and manipulate musical elements as required

3.3 Seek feedback on work in progress from relevantpersonnel and refine compositions accordingly

3.4 Discuss with relevant people how aural perception skills were applied to improve compositional outcomes

4. Finalise compositions

4.1 Apply copyright notice to the composition

4.2 Present compositions in agreed format

Evidence of the ability to:

compose simple songs or musical pieces for a specific purpose

apply music, repertoire and instrument knowledge

use musical elements and melody conventions

apply critical listening and aural perception skills.

Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.

To complete the unit requirements safely and effectively, the individual must:

describe conventional and unconventional musical forms and structures

describe scope and capacity of instruments for which compositions are developed

outline the process for composing melodies

describe techniques for using technology to present musical works for submission or feedback

identify and overcome issues and challenges that typically arise in the context of composing songs or musical pieces.