Articulate ideas about music Evidence Guide

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Evidence Guide: CUSMLT402A - Articulate ideas about music

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

CUSMLT402A - Articulate ideas about music

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

Clarify scope of music exploration

Discuss with appropriate personnel the purpose and scope of the music study
Identify appropriate methodologies for exploring and understanding the aesthetic, technical and expressive aspects of music
Identify musical styles, genres or pieces to be examined
Clarify timelines for completion of study and factors that may impact on it

Discuss with appropriate personnel the purpose and scope of the music study

Completed
Date:

Teacher:

Evidence:

Identify appropriate methodologies for exploring and understanding the aesthetic, technical and expressive aspects of music

Completed
Date:

Teacher:

Evidence:

Identify musical styles, genres or pieces to be examined

Completed
Date:

Teacher:

Evidence:

Clarify timelines for completion of study and factors that may impact on it

Completed
Date:

Teacher:

Evidence:

Identify aesthetic and expressive elements of music

Assess musical examples to determine the overall style and character of the music
Investigate musical elements for their expressive, aesthetic and technical qualities
Identify a sufficient range of musical elements to ensure that the analysis is accurate and comprehensive
Discuss aspects of work with peers and incorporate different perspectives or ideas about music as appropriate

Assess musical examples to determine the overall style and character of the music

Completed
Date:

Teacher:

Evidence:

Investigate musical elements for their expressive, aesthetic and technical qualities

Completed
Date:

Teacher:

Evidence:

Identify a sufficient range of musical elements to ensure that the analysis is accurate and comprehensive

Completed
Date:

Teacher:

Evidence:

Discuss aspects of work with peers and incorporate different perspectives or ideas about music as appropriate

Completed
Date:

Teacher:

Evidence:

Convey ideas about music

Apply knowledge of the aesthetic, technical and expressive characteristics of music and related music vocabulary in an appropriate way
Ensure that the aspects of musical examples are described to the required style and standard
Compile and clearly articulate ideas about music in the required format within agreed timelines and in a manner suited to the target audience
Seek feedback on developed music perspectives from appropriate personnel and adjust conclusions as required
Evaluate the processes followed for exploring and understanding ideas about music and note areas for future improvement

Apply knowledge of the aesthetic, technical and expressive characteristics of music and related music vocabulary in an appropriate way

Completed
Date:

Teacher:

Evidence:

Ensure that the aspects of musical examples are described to the required style and standard

Completed
Date:

Teacher:

Evidence:

Compile and clearly articulate ideas about music in the required format within agreed timelines and in a manner suited to the target audience

Completed
Date:

Teacher:

Evidence:

Seek feedback on developed music perspectives from appropriate personnel and adjust conclusions as required

Completed
Date:

Teacher:

Evidence:

Evaluate the processes followed for exploring and understanding ideas about music and note areas for future improvement

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: demonstrate sound understanding of the aesthetic, technical and expressive characteristics of music apply analytical, reflective, critical-listening and communication skills in the context of exploring and articulating ideas about music present the findings of a study of musical examples in an appropriate way.
Context of and specific resources for assessment	Assessment must ensure: access to printed scores or recorded performances as required by the specialisation to be assessed 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: evaluation of musical studies completed by the candidate 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 arise in the context of exploring and understanding music for a range of purposes authenticated details of relevant commercial or other examples of musical analysis.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: CUSMLT403A Analyse functional harmony CUSIND501A Apply music knowledge and artistic judgement CUSMLT502A Apply concepts about the impact of music to professional practice CUSWRT501A Write about music.

Required Skills and Knowledge

Required skills

communication and literacy skills sufficient to:

interpret and clarify written and verbal instructions

discuss music and musical ideas with peers

respond positively to constructive feedback

articulate ideas about music accurately and appropriately using appropriate conventions of music writing and nomenclature

read music

use language appropriate to the intended audience

analytical skills sufficient to:

retrieve and use appropriate resources to develop analysis

focus study on appropriate musical elements within compositions and performances

initiative and enterprise skills in the context of empathising with the creative work of composers and performers

self-management and planning skills sufficient to:

prioritise work tasks

source information and reference material in a timely fashion

meet deadlines

seek expert assistance when problems arise

Required knowledge

well-developed understanding of music-related issues, including:

styles and genres, and musical forms and conventions relevant to music exploration

music notation

techniques for discriminating music aurally to analyse music

repertoire relevant to chosen musical styles and genres

musical and cultural protocols

musical form and performance conventions

cultural circumstances of music performance and consumption

elements of musical organisation in relation to content of written work

technical processes and demands of composition and/or music performances

issues and challenges that arise when developing an understanding of music

written, aural-presentation and communication techniques for the relevant medium

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:	authors composers artists and performers broadcasters editors writers graphic designers program or event managers sound-production or recording personnel record companies directors producers programmers academic supervisors production managers music promoters, agents and marketers.
Purpose and scope may include:	analysis to determine the music's: aesthetic qualities technical qualities expressive qualities capacity for aesthetic and/or literal communication creative and innovative qualities expression of new ideas capacity to reflect value systems capacity for the aural transmission of knowledge and wisdom research for: performance improvisation academic purposes written articles, program notes, criticism or marketing educational purposes and materials performance commentary written or electronic media programs, presentations or live events.
Methodologies may include:	reflective listening studying music notation examples, including specific scores and texts performance analysis studying the representation of music as symbols transcribing and analysing musical examples investigating the use of conventions of notation and music nomenclature debating ideas reviewing and incorporating ideas from relevant literature and methodologies cross-referencing compositional and performance examples.
Musical examples may include:	music pieces scores or charts compositions and improvisations recordings other written examples and/or performances styles and genres, such as: folk and traditional music forms, including European classical or traditional music of any other cultures all contemporary popular musical styles jazz world country.
Musical elements may include:	acoustics aesthetic qualities articulation beat cultural context dynamics expression form/structure genre harmony/chords instrumentation interpretation melody notation nuance ornamentation phrasing pitch relationship to text rhythm scales sound production style tempo texture timbre/tone colour time signatures tonality.
Music vocabulary may relate to elements, such as:	specialised knowledge of repertoire specialised knowledge of artists critical-listening skills artistic judgement music history performance practice in a range of styles and customs music technology music texts aural recognition and comprehension of musical devices and systems, including: melody harmony timbre attack pitch tempi dynamics expression physics of music and sound production technical requirements for a range of instruments in a range of musical styles and performance contexts aural imagination and innovation musical styles and genres.
Target audiences may include:	peers and colleagues authors composers artists and performers editors program or event managers sound-production or recording personnel record companies directors producers media programmers academic supervisors production managers tutors and teachers mentors presenters general public.

NTISthis.com

Evidence Guide: CUSMLT402A - Articulate ideas about music

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSMLT402A - Articulate ideas about music

Clarify scope of music exploration

Identify aesthetic and expressive elements of music

Convey ideas about music

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _