Develop simple musical pieces using electronic media Evidence Guide

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Evidence Guide: CUSMCP303A - Develop simple musical pieces using electronic media

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

CUSMCP303A - Develop simple musical pieces using electronic media

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

Prepare to develop music using electronic media

Discuss with appropriate personnel the ways in which digital equipment can be used to develop music
Use practice sessions to explore the features of software applications and computer-based technology used to develop music
Confirm purpose of musical pieces to be developed with appropriate personnel
Identify appropriate musical styles, elements and forms/structures to suit the purpose of the musical pieces
Identify the range of instruments and playing techniques to suit the style/mood of the musical pieces
Identify standard melody conventions to be used in the musical pieces

Discuss with appropriate personnel the ways in which digital equipment can be used to develop music

Completed
Date:

Teacher:

Evidence:

Use practice sessions to explore the features of software applications and computer-based technology used to develop music

Completed
Date:

Teacher:

Evidence:

Confirm purpose of musical pieces to be developed with appropriate personnel

Completed
Date:

Teacher:

Evidence:

Identify appropriate musical styles, elements and forms/structures to suit the purpose of the musical pieces

Completed
Date:

Teacher:

Evidence:

Identify the range of instruments and playing techniques to suit the style/mood of the musical pieces

Completed
Date:

Teacher:

Evidence:

Identify standard melody conventions to be used in the musical pieces

Completed
Date:

Teacher:

Evidence:

Develop simple musical pieces

Use electronic media to organise musical elements into working versions of musical pieces
Ensure that musical input maintains style of music being created
Listen to work in progress with appropriate personnel and seek feedback on how well the musical pieces meet creative and technical requirements
Incorporate ideas and suggestions into final pieces
Use notation features of software to set down musical pieces as required
Apply copyright notice to the song/musical piece with the name of the songwriter and year of first publication
Present all musical pieces in required file format by agreed deadline

Use electronic media to organise musical elements into working versions of musical pieces

Completed
Date:

Teacher:

Evidence:

Ensure that musical input maintains style of music being created

Completed
Date:

Teacher:

Evidence:

Listen to work in progress with appropriate personnel and seek feedback on how well the musical pieces meet creative and technical requirements

Completed
Date:

Teacher:

Evidence:

Incorporate ideas and suggestions into final pieces

Completed
Date:

Teacher:

Evidence:

Use notation features of software to set down musical pieces as required

Completed
Date:

Teacher:

Evidence:

Apply copyright notice to the song/musical piece with the name of the songwriter and year of first publication

Completed
Date:

Teacher:

Evidence:

Present all musical pieces in required file format by agreed deadline

Completed
Date:

Teacher:

Evidence:

Evaluate own musical works

Compare work against previous musical pieces to assess development of techniques and ideas
Discuss strengths and weaknesses of musical works with appropriate personnel and identify strategies for improving own skills in developing music using electronic media

Compare work against previous musical pieces to assess development of techniques and ideas

Completed
Date:

Teacher:

Evidence:

Discuss strengths and weaknesses of musical works with appropriate personnel and identify strategies for improving own skills in developing music using electronic media

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: develop a selection of simple musical works using electronic media respond positively to constructive feedback on own musical works.
Context of and specific resources for assessment	Assessment must ensure: access to an environment where music development skills can be applied access to industry-current electronic media used to develop musical works 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 standard melody conventions direct observation of the candidate developing musical pieces using electronic media 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 typically arise in the context of developing simple musical pieces using electronic media.
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 musical requirements in a collaborative manner

respond positively to constructive feedback on own work

work collaboratively with others involved in the music development process

numeracy skills sufficient to determine duration of musical pieces

listening skills in the context of:

using aural imagination when manipulating musical elements

applying aural-perception skills to improve musical outcomes

initiative and enterprise skills sufficient to:

develop original and innovative approaches to developing music with electronic media

experiment with musical styles and elements to develop own style

planning, organising and self-management skills sufficient to:

gather information on musicalstyles, elementsandforms/structures

seek expert assistance when problems arise

prioritise work tasks

meet deadlines

demonstrate reliability in all agreed work commitments

learning skills sufficient to:

identify and use techniques to develop aural memory and imagination

continuously evaluate and adjust own work via critical listening

technology skills sufficient to:

use appropriate and current software and hardware for developing music

resolve operational problems with equipment or software and seek advice as required

Required knowledge

features of standard hardware and software tools/packages for developing and notating music

issues and challenges that typically arise in the context of developing music using electronic media

OHS principles of:

safe listening, including safeguards against hearing loss

using a computer and keyboard for periods of time

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:	performer composer sound engineer client marketing and promotions personnel artist's agent tutor mentor.
Features may include:	virtual instruments music notation tracks: drum other instruments harmonic progression bass line melodies harmonies recording and adding parts to tracks: in real time in step time by importation from other sources channels file output formats audio capture MIDI support loops mixing: delaying harmonies adding or changing harmonies introducing instrumental effects and distortion adjusting balance, tone and intonation adding sound elements and effects note editing: note on or off note or pitch bend control change program change keyboard after touch modulation pitch wheel sequencing changing velocity and volume mastering samples specialist plug-ins.
Software applications may include:	Pro Tools Logic Cubase Ableton Live Reason Nuendo Garage Band Digital Performer Soundscape Sonic Studio.
Purpose of musical pieces may be for:	computer game screen production music demo specific performer or band mood music as background to an event or function own personal development.
Styles may include:	acoustic: blues folk gospel classical contemporary: country electronic heavy metal hip hop industrial pop punk rap reggae rock jazz dance.
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.
Forms/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.
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.
File formats may include:	AIFF AC3 WAV WMA MIDI Real Audio QuickTime MP3.

NTISthis.com

Evidence Guide: CUSMCP303A - Develop simple musical pieces using electronic media

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSMCP303A - Develop simple musical pieces using electronic media

Prepare to develop music using electronic media

Develop simple musical pieces

Evaluate own musical works

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _