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Evidence Guide: CUSMLT602A - Analyse harmony

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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CUSMLT602A - Analyse harmony

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

Clarify analysis requirements

  1. Discuss with appropriate personnel the purpose and scope of the harmonic analysis
  2. Identify appropriate methodologies for analysing harmony in the context of the required task
  3. Identify the musical styles, genres or pieces to be analysed
  4. Clarify timelines for completion of analysis and factors that may impact on it
Discuss with appropriate personnel the purpose and scope of the harmonic analysis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify appropriate methodologies for analysing harmony in the context of the required task

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify the musical styles, genres or pieces to be analysed

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

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

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify musical elements

  1. Analyse music examples to identify elements of harmony
  2. Identify a sufficient range of harmonic and melodic elements to ensure that the analysis is comprehensive and to the required standard
Analyse music examples to identify elements of harmony

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Identify a sufficient range of harmonic and melodic elements to ensure that the analysis is comprehensive and to the required standard

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse how functional harmony contributes to performance and compositional outcomes

  1. Identify the way in which the harmony functions within the musical examples to inform the distinctive character of compositions, performances or arrangements
  2. Analyse music with respect to the way harmonic elements are combined, manipulated and interpreted for aesthetic, technical and/or expressive outcomes
  3. Discuss aspects of work in progress with peers and incorporate different angles or ideas into the analysis as appropriate
Identify the way in which the harmony functions within the musical examples to inform the distinctive character of compositions, performances or arrangements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Analyse music with respect to the way harmonic elements are combined, manipulated and interpreted for aesthetic, technical and/or expressive outcomes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Discuss aspects of work in progress with peers and incorporate different angles or ideas into the analysis as appropriate

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Present or apply analysis

  1. Apply knowledge of harmony and related theoretical vocabulary to the analysis in an appropriate way
  2. Ensure that all aspects of musical examples are analysed or described to the required standard of analysis and depth of understanding
  3. Apply broader knowledge of music to the harmonic analysis
  4. Compile or synthesise conclusions of the harmonic analysis in required format within agreed timelines
  5. Seek feedback on analysis from appropriate personnel and adjust conclusions as required
  6. Evaluate analysis process and note areas for future improvement
Apply knowledge of harmony and related theoretical vocabulary to the analysis in an appropriate way

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Ensure that all aspects of musical examples are analysed or described to the required standard of analysis and depth of understanding

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Apply broader knowledge of music to the harmonic analysis

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Compile or synthesise conclusions of the harmonic analysis in required format within agreed timelines

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Seek feedback on analysis from appropriate personnel and adjust conclusions as required

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Evaluate analysis process 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:

complete at least three harmonic analyses that demonstratewell-developed understanding of harmonic theories and principles

apply harmonic analysis to own professional practice

apply well-developed analytical, reflective, critical-listening and communication skills in the context of analysing harmony.

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

opportunities to apply the analysis of harmony in a practical context

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 harmonic analyses 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 analysing harmony for a range of purposes

authenticated details of relevant commercial or other examples of harmonic analysis.

Guidance information for assessment

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

CUSMCP502A Compose music for screen

CUSMCP601A Extend techniques for composing music

CUSMCP602A Extend techniques for arranging music

CUSMLT601A Analyse music

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 music analysis accurately and appropriately using appropriate conventions of music writing and nomenclature

read music

use language appropriate to the intended audience

analytical skills sufficient to:

apply appropriate analytical methods of interpretation relevant to area of specialisation

retrieve and use appropriate resources to develop analysis

focus analysis on appropriate harmonic elements within compositions and/or performances

accurately analyse a variety of scales, chord sequences and music systems, including rhythms, time signatures, beat patterns or other elements of musical organisation

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 analysis

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 writing and talkingabout music

writing and communication principles for the relevant medium

written and aural-presentation 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:

deconstruction of musical examples into theoretical component parts, including;

melodic, harmonic and rhythmic structures in music

technical components of music

expressive components of music

representation of new musical ideas

performance

composition

arranging

musical accompaniment

research for:

performance

improvisation

academic purposes

written articles, program notes, criticism or marketing

educational purposes and materials

performance commentary.

Methodologies may include:

reflective listening

study of 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

investigating and using relevant theoretical principles

practical application of principles of harmony.

Musical examples may include:

music pieces

scores or charts

compositions and improvisations

recordings

other written examples and/or performances

styles and genres may include:

folk and traditional music forms, including European classical or traditional music of any other culture

all contemporary popular musical styles

jazz

world

country.

Harmonic elements may include:

key signatures

melody

harmony/chords

tonality

scales

accidentals

ornamentation

suspensions

passing notes

form/structure

transposition

texture

style

genre

cultural context

relationship to text.

Theoretical vocabulary may include musical devices and systems that relate to:

pitch

melody

harmony, chords and progressions

scales

time signatures

tonality

chord/scale relationships

ornamentation

form/structure

rhythm

beat

tempo

timbre/tone colour

interpretation

expression

nuance

phrasing

articulation

dynamics

musical symbols:

staves and leger lines

clefs

key signatures

accidentals

symbols and terms indicating notes, chords and repeats

phrasing.