Unit of competency details

Release 

Comments 

Release 2

Created to fix formatting errors only.

Released with CUS09 Music Training Package version 1.2

Elements describe the essential outcomes of a unit of competency.

Performance criteria describe the performance needed to demonstrate achievement of the element. Where bold italicised text is used, further information is detailed in the required skills and knowledge section and the range statement. Assessment of performance is to be consistent with the evidence guide.

ELEMENT 

PERFORMANCE CRITERIA 

1. Apply information on the contexts of musical styles

1.1 Seek information on the context  of one or more musical styles  using appropriate information sources 

1.2 Identify positive values  in one or more musical styles using appropriate information sources

1.3 Check the credibility and reliability of information sources with appropriate people 

1.4 Comply with copyright and cultural requirements when accessing information

1.5 Apply information on musical styles to own music making

2. Maintain currency of own knowledge of music culture in Australian society

2.1 Identify the repertoire of one or more musical styles in Australian society

2.2 Seek information on the use of technology  in one or more musical styles in Australian society

2.3 Identify the challenges  faced by musicians working in one or more musical styles in Australian society

2.4 Seek information on the way in which one or more musical styles is/are portrayed in the media

2.5 Seek information on further training and educational opportunities in one or more musical styles in Australian society

3. Update and maintain information sources

3.1 Update information sources on a regular basis

3.2 Monitor changes in the use of technology

3.3 Store information in an easily accessible format

3.4 Share information with colleagues and peers

3.5 Apply information on music culture to own music making

This section describes the skills and knowledge required for this unit.

Required skills 

• communication skills sufficient to share information with colleagues and peers
• research skills sufficient to locate and use relevant sources of information
• literacy skills sufficient to read and understand relevant sources of information
• planning and organisational skills sufficient to update, maintain and store information
• technology skills sufficient to access and download information from the internet

Required knowledge 

• basic understanding of:

• relationships between composers, performers, producers, recording artists, songwriters, recording engineers, critics and audiences
• social, cultural, historical and economic significance of a selected musical style in Australian society
• technology used for producing and enhancing music in a selected musical style in Australian society
• ways in which music is part of the culture of Australian society

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:

• source information on musical styles and culture
• apply information to day-to-day work activities, including own music making
• check credibility and reliability of information
• maintain currency of information.

Context of and specific resources for assessment 

Assessment must ensure:

• access to a range of relevant and current information sources
• access to appropriate technology to collect, download and store information
• 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:

• case studies to assess ability to apply collected information to day-to-day work activities
• direct observation of the candidate collecting and organising information on a selected musical style.

Guidance information for assessment 

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

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.

Context  may include:

• cultural significance
• economic significance
• historical significance
• social significance.

Musical styles  may include:

• classical/concert
• contemporary/art
• ethnic/traditional
• folk
• indigenous
• jazz
• popular/commercial
• rock
• world.

Information sources  may include:

• archives
• community organisations
• discussions with current industry practitioners
• government departments
• industry associations and organisations
• industry journals
• internet
• libraries
• media archives
• print and electronic media
• museums and galleries
• organisational policies and procedures
• personal observations and experience
• professional organisations
• reference books
• technical publications and manuals.

Values  may include:

• communicating cultural heritage and social change
• encouraging and engaging creative thought and action
• enhancing physical and mental states
• enhancing relaxation and leisure time
• improving concentration
• arousing patriotism and nostalgia.

Appropriate people  may include:

• agents, artists' managers and industry managers
• content experts
• copyright representatives
• current industry practitioners
• employee association and union representatives
• industry and industry association representatives
• information professionals, e.g. libraries and museums
• legal representatives.

Technology  may include:

• camera and projection equipment
• computer technology
• music production software and hardware
• musical equipment and instruments
• sound-editing software and hardware
• sound-recording software and hardware
• sound reinforcement equipment, such as:

• microphones
• amplifiers
• speakers
• mixers
• consoles
• cabling

• sound transmission and the internet
• video editing software and hardware.

Challenges  may include:

• audience perceptions and expectations
• changing nature of the marketplace, including marketing and production of products and services
• communicating with industry practitioners
• feasibility and success in commercial markets
• impact of the media:

• perceptions and expectations of music journalists
• positive and negative bias in media reports
• shaping and reflecting contemporary culture
• treatment of cultural values in media reports.