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Evidence Guide: CUSMLT301A - Apply knowledge of genre to music making

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!

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CUSMLT301A - Apply knowledge of genre to music making

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

Maintain and develop music knowledge

  1. Monitor relevant sources of industry information based on areas of interest, work and learning
  2. In consultation with appropriate personnel, develop strategies to review and maintain knowledge of selected musical styles, artists and repertoire
  3. Analyse music for its artistic and commercial qualities and features
  4. Develop the capacity to analyse music artists, repertoire and trends through discussion of music performances
Monitor relevant sources of industry information based on areas of interest, work and learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

In consultation with appropriate personnel, develop strategies to review and maintain knowledge of selected musical styles, artists and repertoire

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse music for its artistic and commercial qualities and features

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop the capacity to analyse music artists, repertoire and trends through discussion of music performances

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use listening skills to analyse music

  1. In consultation with appropriate personnel, determine relevant music areas for development of critical-listening skills
  2. Apply critical-listening skills to live and recorded music within identified music industry contexts
  3. Listen critically to identified artists and repertoire and measure actual performance against artistic and/or commercial standards and potential
  4. Listen to, analyse and evaluate the contribution of technical and sound production to the success of live and recorded music products
In consultation with appropriate personnel, determine relevant music areas for development of critical-listening skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply critical-listening skills to live and recorded music within identified music industry contexts

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen critically to identified artists and repertoire and measure actual performance against artistic and/or commercial standards and potential

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Listen to, analyse and evaluate the contribution of technical and sound production to the success of live and recorded music products

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Maintain understanding of relevant musical genres and styles

  1. Identify and use sources of information relating to selected musical genres and styles
  2. Research contemporary and/or historical artists and repertoire to inform own work and learning
  3. Use knowledge of styles, artists and repertoire to contribute to own musical development
  4. Apply music knowledge to own music practice
Identify and use sources of information relating to selected musical genres and styles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Research contemporary and/or historical artists and repertoire to inform own work and learning

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Use knowledge of styles, artists and repertoire to contribute to own musical development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply music knowledge to own music practice

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:

maintain and apply current music knowledge to own work and learning

develop analytical, reflective and communication skills

differentiate music styles and genres

apply critical-listening skills.

Context of and specific resources for assessment

Assessment must ensure:

access to a range of current music industry information

access to a range of music for the development and application of critical-listening skills

use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed.

Method of assessment

The following assessment methods are appropriate for this unit:

written or oral questioning on plans for developing music knowledge

oral/aural test in the nominated area of specialisation

authenticated samples of relevant work achievements

authenticated details of achievement in relevant courses or training sessions

case studies and scenarios as a basis for discussion of the application of music analysis and knowledge to a variety of work contexts

written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit.

Guidance information for assessment

Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:

CUSMLT302A Develop and apply aural-perception skills

CUSMPF301A Develop technical skills in performance.

Required Skills and Knowledge

Required skills

communication and teamwork skills sufficient to:

read and understand relevant sources of information

communicate effectively with artists, technicians and others in the music industry

match repertoire with target, potential or existing audiences

listening skills in the context of:

recognising conventions of intonation, dynamics, phrasing, rhythm and expression in identified musical styles

listening critically to music

planning and organisational skills sufficient to:

set work goals

gather information onmusicalstyles and genres

self-management skills sufficient to:

work to personal goals

seek expert assistance when problems arise

learning skills in the context of developing knowledge of musical styles and genres

initiative and enterprise skills in the context of using critical-listening skills to make informed judgements about music

Required knowledge

industry knowledge, including:

processes of music production and presentation

appropriate musical terminology

work of successful musicians, musical directors and/or record producers in identified musical styles or genres

music history in identified areas of practice, styles or genres

cultural protocols appropriate to identified musical styles and genres

music craft:

genres and their conventions in performance

basic awareness of chords and scales, forms, textures or other elements of musical organisation relevant to identified 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.

Sources of industry information may include:

music performances and recordings

music collectives

funding bodies

music performance venues

community organisations

friends, family, work colleagues and peers

industry practitioners

online databases

media archives

printed references and texts, e.g. books and journals

other media sources, such as:

radio

television

DVDs

videos

educational institutions

libraries.

Appropriate personnel may be:

teachers

mentors

arrangers

composers

music editors

musicians

bandleaders

music conductors

choir leaders.

Music areas may include:

any contemporary popular musical style or genre

European classical music forms

jazz

world music

country music

folk music forms.

Critical listening may be applied to:

instruments and their combinations

keys, scales and chords in tonal or other relevant music systems

instrument tuning

aural imagination or music innovation

music systems and practices

excellence in music products or events

commercial potential and feasibility of artists, repertoire and music products

impact of music technologies for live and recorded sound production.

Music knowledge may involve knowledge of:

artists

styles and genres

repertoire

instruments

music history

performance styles and customs

musical forms, systems, practices and customs

music conventions in identified styles

basic chord and melodic formulae

sound production and other music technologies.