Develop and apply musical ideas and listening skills Evidence Guide

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Evidence Guide: CUSMLT201A - Develop and apply musical ideas and listening skills

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

CUSMLT201A - Develop and apply musical ideas and listening skills

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

Identify and differentiate a range of musical styles

Actively listen to a range of recorded and live music performances in selected musical styles and discuss with appropriate people
Compare a range of musical styles using appropriate listening skills, musical terminology and information sources
Identify the repertoire of a range of musical styles using appropriate information sources and discuss with appropriate people

Actively listen to a range of recorded and live music performances in selected musical styles and discuss with appropriate people

Completed
Date:

Teacher:

Evidence:

Compare a range of musical styles using appropriate listening skills, musical terminology and information sources

Completed
Date:

Teacher:

Evidence:

Identify the repertoire of a range of musical styles using appropriate information sources and discuss with appropriate people

Completed
Date:

Teacher:

Evidence:

Develop musical ideas

Listen to and identify musical ideas in a range of musical styles
Seek information on the context of musical ideas in one or more musical styles using appropriate information sources
Identify and develop own musical ideas and discuss with appropriate people
Apply musical ideas to own developing area of music practice and share with appropriate people

Listen to and identify musical ideas in a range of musical styles

Completed
Date:

Teacher:

Evidence:

Seek information on the context of musical ideas in one or more musical styles using appropriate information sources

Completed
Date:

Teacher:

Evidence:

Identify and develop own musical ideas and discuss with appropriate people

Completed
Date:

Teacher:

Evidence:

Apply musical ideas to own developing area of music practice and share with appropriate people

Completed
Date:

Teacher:

Evidence:

Update and maintain music knowledge

Identify and use a range of opportunities to develop music knowledge, ideas and listening skills
Maintain currency of own music knowledge using appropriate information sources
Check the credibility and reliability of information sources with appropriate people
Apply music knowledge to day-to-day activities to enhance quality of work performance

Identify and use a range of opportunities to develop music knowledge, ideas and listening skills

Completed
Date:

Teacher:

Evidence:

Maintain currency of own music knowledge using appropriate information sources

Completed
Date:

Teacher:

Evidence:

Check the credibility and reliability of information sources with appropriate people

Completed
Date:

Teacher:

Evidence:

Apply music knowledge to day-to-day activities to enhance quality of work performance

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: apply information on, and ideas about, musical styles to day-to-day work activities check credibility and reliability of information maintain currency of information source information on musical styles.
Context of and specific resources for assessment	Assessment must ensure: access to a range of relevant and current information sources, including recorded music in a range of styles and genres access to an environment where live music in a range of styles and genres can be actively and safely experienced access to an environment where musical ideas can be safely expressed access to appropriate technology to collect, download and store information 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 apply collected information to day-to-day work activities direct observation of the candidate expressing own musical ideas direct observation of the candidate listening to and distinguishing selected musical styles and ideas written or oral questioning to assess knowledge of selected musical styles.
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 skills sufficient to share information with colleagues and peers

research skills sufficient to locate and use relevant sources of information

literacy skills sufficient to read and understand relevant sources of information

planning and organisational skills sufficient to update, maintain and store information

technology skills sufficient to access/download information

Required knowledge

basic understanding of:

analytical and critical-listening skills

instruments used within selected musical styles

music history and terminology in selected musical styles

musical ideas expressed in selected musical styles

music structures, styles and forms

relationships between composers, performers, producers, recording engineers, critics and audiences in selected musical styles

technology used to produce and enhance music

work/background of successful composers, performers and producers in selected musical styles

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.
Musical styles may include:	classical/concert contemporary/art ethnic/traditional folk indigenous jazz music theatre popular/commercial rock world.
Appropriate people may include:	agents and artist managers artists, composers, musicians and performers colleagues and peers copyright and legal representatives current industry practitioners employee association and union representatives industry and industry association representatives information professionals legal representatives mentors musical directors professionals from allied areas record producers sound technicians.
Information sources may include:	attending music events, such as: conferences conventions festivals functions performances trade fairs chord charts, play lists and sheet music discussions with current industry practitioners educational activities, such as: master classes seminars symposiums training programs workshops electronic and print media, such as: articles journals magazines news reviews subscriptions government departments and publications industry associations and organisations industry publications, such as: information sheets reference books technical publications manuals internet libraries and archives, including text, film, video, sound, graphic and media musical competitions and awards peak copyright organisations personal observations and experience.
Context may include:	biographical information, such as: composers musicians performers record producers sound technicians cultural economic historical political social theoretical.
Music knowledge may include:	acoustic and electronic protocols chord patterns and keys chord and melodic formulae dynamics and volume instrumental and/or vocal styles instruments and tuning music conventions music history music marketability, e.g. commercial feasibility musical notation music structures, styles and forms musical terminology performance styles and customs repertoire and instrument knowledge scales, melody and themes simple music analyses solo and ensemble protocols texture and tone colours.

NTISthis.com

Evidence Guide: CUSMLT201A - Develop and apply musical ideas and listening skills

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSMLT201A - Develop and apply musical ideas and listening skills

Identify and differentiate a range of musical styles

Develop musical ideas

Update and maintain music knowledge

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _