Write song lyrics Evidence Guide

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Evidence Guide: CUSMCP302A - Write song lyrics

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

CUSMCP302A - Write song lyrics

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

Clarify lyric-writing requirements

In consultation with relevant personnel, identify purpose of lyrics to be written
Identify appropriate cultural and stylistic contexts to suit the purpose of songs
Agree on nature of collaborative arrangements with composers or performers as required
Agree on format for final presentation of lyrics

In consultation with relevant personnel, identify purpose of lyrics to be written

Completed
Date:

Teacher:

Evidence:

Identify appropriate cultural and stylistic contexts to suit the purpose of songs

Completed
Date:

Teacher:

Evidence:

Agree on nature of collaborative arrangements with composers or performers as required

Completed
Date:

Teacher:

Evidence:

Agree on format for final presentation of lyrics

Completed
Date:

Teacher:

Evidence:

Develop lyrical elements

Use own imagination and lyric-writing resources to generate a range of ideas that suit the purpose and musical style of songs
Use a range of writing techniques and rhyme patterns to develop the message of songs
Use writing techniques to convey appropriate meaning, mood or effect
Apply knowledge of song structures and song formats to enhance the effect of songs
Align lyrics with starting points, climaxes and cadence points of a song's melody
Review work in progress with relevant personnel and make adjustments as required
Present lyrics in agreed format
Review process for writing lyrics and note areas for future improvement

Use own imagination and lyric-writing resources to generate a range of ideas that suit the purpose and musical style of songs

Completed
Date:

Teacher:

Evidence:

Use a range of writing techniques and rhyme patterns to develop the message of songs

Completed
Date:

Teacher:

Evidence:

Use writing techniques to convey appropriate meaning, mood or effect

Completed
Date:

Teacher:

Evidence:

Apply knowledge of song structures and song formats to enhance the effect of songs

Completed
Date:

Teacher:

Evidence:

Align lyrics with starting points, climaxes and cadence points of a song's melody

Completed
Date:

Teacher:

Evidence:

Review work in progress with relevant personnel and make adjustments as required

Completed
Date:

Teacher:

Evidence:

Present lyrics in agreed format

Completed
Date:

Teacher:

Evidence:

Review process for writing lyrics and note areas for future improvement

Completed
Date:

Teacher:

Evidence:

Develop networks to promote own work

Apply knowledge of copyright to maximise income from song writing
Develop networks to maximise exposure of own songs

Apply knowledge of copyright to maximise income from song writing

Completed
Date:

Teacher:

Evidence:

Develop networks to maximise exposure of own songs

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: write lyrics for at least four songs in two different musical styles apply knowledge of song structures to the writing of lyrics apply knowledge of copyright to song-writing activities.
Context of and specific resources for assessment	Assessment must ensure: access to an environment where lyric-writing skills can be applied access to range of appropriate lyric-writing resources 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 writing techniques and rhyme patterns to convey meaning and create mood direct observation of the candidate writing song lyrics direct questioning combined with review of portfolios of evidence and third-party workplace reports of on-the-job performance by candidate, including authenticated samples of song lyrics with candidate's self-evaluation written or oral questioning or interview to test knowledge of lyric-writing techniques.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUFCMP301A Implement copyright arrangements CUSMCP301A Compose simple songs or musical pieces CUSMLT301A Apply knowledge of genre to music making CUSMLT303A Notate music for performance CUSMLT403A Analyse functional harmony.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

discuss song-writing requirements in a collaborative manner

respond positively to constructive feedback on own work

literacy skills sufficient to:

read and interpretlyric-writing resources

write lyrics

initiative and enterprise skills in the context of:

applying original and creative approaches to lyric writing

experimenting with writing techniques to produce lyrics that meet specific purposes

planning and self-management skills sufficient to:

meet deadlines

develop and maintain a network of professional contacts

learning skills sufficient to:

acquire and use information appropriate to writing song lyrics

continuously evaluate and adjust own written work

Required knowledge

music literacy:

musical styles

song structures

standard melody conventions

basic composition processes and notation

lyric-writing techniques:

meter

rhyme

story telling

process for collaborating with performers and recording personnel to make music demos

cultural protocols appropriate to the purpose of songs

issues and challenges that typically arise in the context of writing song lyrics

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:	composer band member performer client producer marketing and promotions personnel artist's agent tutor mentor.
Purpose of lyrics may be for:	specific piece of music specific artist band 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.
Format may be:	paper-based computer-based recorded.
Lyric-writing resources may include:	documented events and facts existing texts literary, poetic and creative writing material media rhyming dictionaries thesauruses.
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.
Writing techniques may include:	meter contrast word associations allegory analogy and association form hyperbole irony metaphor motif onomatopoeia oxymoron paradox personification repetition simile symbolism.
Rhyme patterns may include:	masculine feminine dactylic syllabic imperfect semirhyme oblique assonance consonance half rhyme alliteration sight or eye rhyme tail internal.
Song structures may include:	introduction verses pre-chorus chorus bridge collision vocal runs instrumental solo outro ad lib catchy melodic phrase or rhythm hook, e.g. a lyric line relationship/contrast between chorus and verse.
Song formats may include:	ballads list songs patter songs answer songs hymns choral.
Knowledge of copyright must include:	royalty entitlements, such as from: sale of recordings broadcasting, including radio, internet or television use of songs in movies, e.g. royalties from the sale of the soundtrack album role of Australasian Performing Rights Association (APRA) sharing song royalties, e.g. with other band members correct format for copyright notices: 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.
Networks may include:	performers composers media outlets: radio television internet dance clubs and other music venues DJs music publishers aggregators.

NTISthis.com

Evidence Guide: CUSMCP302A - Write song lyrics

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSMCP302A - Write song lyrics

Clarify lyric-writing requirements

Develop lyrical elements

Develop networks to promote own work

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _