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Evidence Guide: CUSMLT302A - Develop and apply aural-perception 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

 

CUSMLT302A - Develop and apply aural-perception skills

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

Identify areas for aural skill development

  1. In consultation with appropriate personnel, plan development of aural-perception skills
  2. Investigate the uses of aural-perception and recognition skills
  3. Establish the rhythmic, melodic and harmonic music structures for recognition
  4. Nominate music genres and styles within which the structures are located
In consultation with appropriate personnel, plan development of aural-perception skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate the uses of aural-perception and recognition skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Establish the rhythmic, melodic and harmonic music structures for recognition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Nominate music genres and styles within which the structures are located

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Develop methods for the aural recognition of music

  1. Examine conventions of language and terminology connected to relevant music structures
  2. Investigate ways of hearing music as well as listening for and naming relevant music structures
  3. Investigate music-writing conventions connected with aural skill development
  4. Explore rhythmic, melodic and harmonic structures connected with aural skill development
Examine conventions of language and terminology connected to relevant music structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate ways of hearing music as well as listening for and naming relevant music structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Investigate music-writing conventions connected with aural skill development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Explore rhythmic, melodic and harmonic structures connected with aural skill development

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise aural recognition of music

  1. Identify aural-recognition requirements through discussion with appropriate personnel
  2. Practise and develop the aural recognition of music structures
  3. Adhere to conventions of language and terminology
Identify aural-recognition requirements through discussion with appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Practise and develop the aural recognition of music structures

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Adhere to conventions of language and terminology

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate progress with the development of aural skills

  1. Seek feedback on skill development from appropriate personnel
  2. Identify personal strengths and weaknesses as a means of improving own work
  3. Evaluate overall effectiveness of learning methods in the development of aural-perception skills.
Seek feedback on skill development from appropriate personnel

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify personal strengths and weaknesses as a means of improving own work

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate overall effectiveness of learning methods in the development of aural-perception skills.

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:

hear and recognise simple music structures accurately

adhere to the conventions of music language and terminology within selected styles.

Context of and specific resources for assessment

Assessment must ensure:

access to a selection of recorded or performed music for investigation and skill development

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:

direct observation or video recording of the candidate's ability to aurally recognise simple music structures

written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit and to assess the development of aural-perception skills.

Guidance information for assessment

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

CUSMCP301A Compose simple songs or musical pieces

CUSMCP401A Develop techniques for arranging music

CUSMCP402A Develop techniques for composing music

CUSMLT303A Notate music

CUSMPF410A Perform music from written notation.

Required Skills and Knowledge

Required skills

listening skills in the context of recognising how intervals, chords, scales and chord progressions are used in music to achieve unity and variety

communication skills sufficient to:

read and understand relevant sources of information

discuss music in adherence to music conventions

seek and respond to feedback on own skill development

initiative and enterprise skills in the context of recognising music structures and interpreting musical elements

problem-solving skills sufficient to:

troubleshoot difficulties connected with the aural recognition of music

plan work tasks in a logical sequence

planning and organisational skills sufficient to:

work to set goals

gather information onmusicalstyles,elementsandforms/structures

self-management skills sufficient to:

work to personal goals

seek expert assistance when problems arise

learning skills sufficient to aurally recognise music structures accurately

technical skills sufficient to accurately analyse:

scales

chord sequences and music systems

rhythms

time signatures

beat patterns of musical organisation relevant to specialisation

Required knowledge

musicianship, including:

repertoire relevant to chosen musical specialisation

musical protocols and customs for listening to music relevant to chosen music specialisation

awareness of genres and styles, and their musical forms and conventions

aural recognition and interpretation of chords, scales, melodies, forms, textures or other conventions in music

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:

teachers

mentors

arrangers

composers

music editors

musicians

bandleaders

music conductors

choir leaders.

Uses of aural-recognition and perception skills may include:

ability to identify and discuss music components with peers and other industry personnel

capacity to transcribe live or recorded music

appreciation of music subtleties and complexities

development of overall musicianship

assisting in the preparation of charts and other forms of notated music

access to new forms of music.

Music structures may include:

key signatures

harmonic and melodic structures

grouping of simple rhythmic structures

time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2

note pitch

note duration

accidentals

chords and chord progressions.

Music genres and styles may include:

classical

jazz

popular music

church

folk

world.

Conventions of language and terminology may relate to:

key signatures

harmonic and melodic structures

grouping of simple rhythmic structures

time signatures, including 2/4, 3/4, 4/4, 5/4, 7/4 3/8, 5/8, 6/8, 7/8, 9/8, 2/2 and 3/2

note pitch

note duration

accidentals

chords and chord progressions

bar lines

repeats

sign

coda

ties

rests

phrases

ornaments

popular music forms

jazz forms

classical forms.

Music-writing conventions may include:

manuscript layout

methods of notation

rehearsal figures

bar lines

ownership and copyright information.