Write about music Evidence Guide

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Evidence Guide: CUSWRT501A - Write 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

CUSWRT501A - Write about music

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

Prepare to write material

In consultation with relevant personnel, confirm the type of written material required
Identify factors that may impact on the writing assignment and plan accordingly
Determine style or tone appropriate to the publication for which written material is being produced
Discuss plans or preliminary ideas with relevant personnel as required

In consultation with relevant personnel, confirm the type of written material required

Completed
Date:

Teacher:

Evidence:

Identify factors that may impact on the writing assignment and plan accordingly

Completed
Date:

Teacher:

Evidence:

Determine style or tone appropriate to the publication for which written material is being produced

Completed
Date:

Teacher:

Evidence:

Discuss plans or preliminary ideas with relevant personnel as required

Completed
Date:

Teacher:

Evidence:

Research topic

Use appropriate information sources to gather background material
Conduct interviews with people to gather information as required
Review information gathered to determine the best approach to writing assignments
Discuss results of research, ideas and proposed approach with relevant personnel as required

Use appropriate information sources to gather background material

Completed
Date:

Teacher:

Evidence:

Conduct interviews with people to gather information as required

Completed
Date:

Teacher:

Evidence:

Review information gathered to determine the best approach to writing assignments

Completed
Date:

Teacher:

Evidence:

Discuss results of research, ideas and proposed approach with relevant personnel as required

Completed
Date:

Teacher:

Evidence:

Write material

Ensure that language and writing style are suited to the target audience and publication
Ensure that specialised vocabulary is appropriate to the context of the brief and subject matter
Ensure that work is proofed and edited to the standard required
Present a draft for review by relevant personnel
Adjust work as required and present final draft in the agreed manner and timeframe
Evaluate writing process, assessing own performance and noting areas for future improvement

Ensure that language and writing style are suited to the target audience and publication

Completed
Date:

Teacher:

Evidence:

Ensure that specialised vocabulary is appropriate to the context of the brief and subject matter

Completed
Date:

Teacher:

Evidence:

Ensure that work is proofed and edited to the standard required

Completed
Date:

Teacher:

Evidence:

Present a draft for review by relevant personnel

Completed
Date:

Teacher:

Evidence:

Adjust work as required and present final draft in the agreed manner and timeframe

Completed
Date:

Teacher:

Evidence:

Evaluate writing process, assessing own performance and noting 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: apply the principles of writing and communication to meet the requirements of music-writing briefs write a range of content for specific target audiences and within timeframes typical in an industry context demonstrate a sound knowledge of grammar, punctuation and writing styles work collaboratively with others work under pressure and meet deadlines.
Context of and specific resources for assessment	Assessment must ensure: access to: word-processing software variety of music-related information sources appropriate learning and assessment support when required 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 content written by the candidate in response to a range of briefs 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 writing about music.
Guidance information for assessment	Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example: BSBWRT501A Write persuasive copy CUFIND401A Provide services on a freelance basis CUSIND501A Apply music knowledge and artistic judgement CUSMLT502A Apply concepts about the impact of music to professional practice CUSMLT601A Analyse music.

Required Skills and Knowledge

Required skills

communication, teamwork and literacy skills sufficient to:

interpret and clarify written and verbal instructions

write content in a style appropriate to target users and audience

communicate information to specific audiences

structure text-based content effectively for target audiences and delivery format

respond positively to constructive feedback

conceptual skills sufficient to generate a range of text-based content ideas in response to a brief

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

technical skills sufficient to:

proficiently use word-processing tools

check and proofread written content using manual and automated systems

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

industry knowledge, including:

roles and responsibilities of project team members

issues and challenges that arise when writing about music

the way readers scan and read written material

writing and communication principles for the relevant medium

writing and presentation techniques for the relevant medium

sound knowledge of grammar and punctuation

media laws sufficient to identify defamation and obscenity and seek expert advice on issues that could lead to legal action

OHS as it relates to working for periods of time on computers

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

musical styles and genres

musical form and performance conventions

repertoire as it relates to relevant musical styles and genres

music notation

aural discrimination

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

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.
Relevant personnel may include:	authors composers artists and performers broadcasters directors editors or other writers graphic designers program or event managers sound-production or recording personnel record companies producers programmers academic supervisors production managers music promoters, agents and marketers advertising agencies.
Types of written material may include:	music reviews and critiques programs notes for recitals or other performances music copy for interactive media products music copy for newsletters or other print media items for wikis items for the marketing and/or promotion of music products educational pieces information pieces social and/or corporate networking band or artist bios.
Factorsmay include:	expectations of target audience/readers photos or other visual material to accompany written work research requirements complexity of topic structure budget confidentiality contractual arrangements copyright clearances deadlines length editing process intellectual property location of writing assignment number of content items production schedule.
Tone may include:	dramatic entertaining formal humorous informal or casual informational.
Publications may include:	books program notes corporate documents: reports newsletters marketing and promotional materials print and online publications: literary magazines journals newspapers.
Information sources may include:	music industry events, such as: performances community activities conferences conventions festivals functions trade fairs competitions and awards electronic and print media, such as: articles journals magazines news reviews industrial relations publications industry publications lifestyle and contemporary issues magazines government publications, such as: legislation policy and procedures manuals internet libraries and archives, including text, film, video, sound and graphic peak copyright organisations personal observations and experience.
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, such as: traditional, including European classical or traditional music of any other culture jazz world popular independent music country folk.

NTISthis.com

Evidence Guide: CUSWRT501A - Write about music

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

CUSWRT501A - Write about music

Prepare to write material

Research topic

Write material

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

Instructions to Assessors

Teacher: ___________________________ Date: _