Modification History
Release |
Comments |
Release 2 |
Created to fix formatting errors only. Released with CUS09 Music Training Package version 1.2 |
Unit Descriptor
This unit describes the performance outcomes, skills and knowledge required to aurally recognise simple structures and components of music and to discuss these with peers and other industry personnel.
Application of the Unit
People preparing to enter the music industry as musicians, songwriters, composers or arrangers, apply the skills and knowledge outlined in this unit. Basic musicianship skills can be applied in a range of contexts, for example, transcribing live or recorded music and assisting with the preparation of charts and other forms of notated music. The application of more complex aural-perception skills is covered in:
- CUSMLT501A Refine aural-perception skills.
Licensing/Regulatory Information
No licensing, legislative, regulatory or certification requirements apply to this unit at the time of endorsement.
Pre-Requisites
Not applicable
Employability Skills Information
Not applicable
Elements and Performance Criteria Pre-Content
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. |
Elements and Performance Criteria
ELEMENT |
PERFORMANCE CRITERIA |
1. Identify areas for aural skill development |
1.1 In consultation with appropriate personnel , plan development of aural-perception skills 1.2 Investigate the uses of aural-perception and recognition skills 1.3 Establish the rhythmic, melodic and harmonic music structures for recognition 1.4 Nominate music genres and styles within which the structures are located |
2. Develop methods for the aural recognition of music |
2.1 Examine conventions of language and terminology connected to relevant music structures 2.2 Investigate ways of hearing music as well as listening for and naming relevant music structures 2.3 Investigate music -writing conventions connected with aural skill development 2.4 Explore rhythmic, melodic and harmonic structures connected with aural skill development |
3. Practise aural recognition of music |
3.1 Identify aural-recognition requirements through discussion with appropriate personnel 3.2 Practise and develop the aural recognition of music structures 3.3 Adhere to conventions of language and terminology |
4. Evaluate progress with the development of aural skills |
4.1 Seek feedback on skill development from appropriate personnel 4.2 Identify personal strengths and weaknesses as a means of improving own work 4.3 Evaluate overall effectiveness of learning methods in the development of aural-perception skills. |
Required Skills and Knowledge
This section describes the skills and knowledge required for this unit. |
Required skills |
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Required knowledge |
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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. |
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Overview of assessment |
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Critical aspects for assessment and evidence required to demonstrate competency in this unit |
Evidence of the ability to:
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Context of and specific resources for assessment |
Assessment must ensure:
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Method of assessment |
The following assessment methods are appropriate for this unit:
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Guidance information for assessment |
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
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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. |
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Appropriate personnel may include: |
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Uses of aural-recognition and perception skills may include: |
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Music structures may include: |
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Music genres and styles may include: |
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Conventions of language and terminology may relate to: |
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Music -writing conventions may include: |
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Unit Sector(s)
Performing arts - music literacy