Compose simple songs or musical pieces Evidence Guide

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Evidence Guide: CUSMCP301A - 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

CUSMCP301A - Compose simple songs or musical pieces

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

Clarify composition requirements

In consultation with relevant personnel, identify purpose of composing songs or musical pieces
Identify musical styles, elements and forms/structures that might suit the purpose of the composition
Discuss with relevant personnel how approaches that break away from conventional approaches might be applied
Identify the range of instruments and playing techniques to suit the purpose of compositions
Agree on format for final presentation of songs or musical pieces

In consultation with relevant personnel, 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 personnel how approaches that break away from conventional 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:

Agree on format for final presentation of songs or musical pieces

Completed
Date:

Teacher:

Evidence:

Compose melodies

Apply standard melody conventions to compositions as required
Identify climax points, harmonies and intervals to be used in the songs or musical pieces
Align lyrics with the starting points, climaxes and cadence points of a song's melody as required
Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece
Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece
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:

Finalise compositions

Seek feedback on work in progress from relevant personnel and refine compositions accordingly
Apply copyright notice to the composition
Present compositions in agreed format

Seek feedback on work in progress from relevant personnel and refine compositions accordingly

Completed
Date:

Teacher:

Evidence:

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


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: compose simple songs or musical pieces for a specific purpose apply music, repertoire and instrument knowledge use musical elements and melody conventions.
Context of and specific resources for assessment	Assessment must ensure: access to an environment where song-writing skills can be applied access to appropriate range of instruments 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: case studies to assess ability to use musical elements and melody conventions direct observation of the candidate composing songs or musical pieces authenticated samples of song-writing work with candidate's self-evaluation written or oral questioning or interview to test knowledge of song-writing techniques case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of composing songs or musical pieces.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

discuss compositional requirements in a collaborative manner

respond positively to constructive feedback on own compositions

numeracy skills sufficient to determine duration of songs or musical pieces

listening skills in the context of:

using aural imagination when manipulating musical elements

applying aural-perception skills to improve compositional outcomes

initiative and enterprise skills in the context of experimenting with musical styles and elements

planning and organisational skills sufficient to:

gather information on musicalstyles, elementsandforms/structures

match repertoire to purpose of composition

learning skills sufficient to:

identify and use techniques to develop aural memory and imagination

continuously evaluate and adjust own work via critical listening

musical skills sufficient to:

use compositional techniques relevant to selected musical styles

use instruments and musical elements relevant to selected musical styles

Required knowledge

music knowledge sufficient to:

recognise chords and keys in tonal and/or other musical systems

understand and apply instrument tuning

understand scope and capacity of instruments for which compositions are developed

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

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.
Relevant personnel may include:	performer client marketing and promotions personnel artist's agent tutor mentor.
Purpose of composition may be for:	specific artist ensemble music theatre own personal development corporate purposes cultural purposes marketing and promotion educational purposes special communities special occasions public and/or religious ceremonies audio or video recordings for online products or interactive games.
Musical styles may include:	classical contemporary: blues folk gospel country electronic heavy metal hip hop industrial pop punk rap reggae rock R&B soul funk emo jazz: contemporary cool school easy listening fusion swing tin-pan alley traditional.
Musical elements may include:	acoustics aesthetic qualities articulation attack beat cultural context duration dynamics expression form harmony/chords instrumentation interpretation intonation melody notation nuance orchestration ornamentation phrasing pitch relationship to song lyrics rhythm scales shape sound production suspensions tempo texture timbre/tone colour time signatures tonality transposition unity and contrast voicing volume.
Musicalforms/structures may include:	air binary free/through-composed mobile rondo sonata strophic ternary variation verse-chorus, i.e. combinations of verse, chorus, bridge and/or other contrasting sections, such as ABA, AABA, etc.
Format may be:	notated computer-based recorded.
Standard melody conventions may include:	diatonic embellishments harmonic rhythm imitation leap melisma phrase pitch repeated notes sequence step turnaround unison.
Copyright notice may include:	copyright symbol, followed by the name of the copyright owner and the year of first publication for sound recordings, the letter P (for phonogram) in a circle or in brackets is used.

NTISthis.com

Evidence Guide: CUSMCP301A - Compose simple songs or musical pieces

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSMCP301A - Compose simple songs or musical pieces

Clarify composition requirements

Compose melodies

Finalise compositions

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _