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 explore the aesthetic, technical and expressive characteristics of music.
Application of the Unit
Working musicians, music writers, music performance curators, and festival and concert programmers apply the skills and knowledge outlined in this unit. At this level they require a sound awareness of aesthetics in music as they continue to develop an artistic sensibility in their professional practice. A deep appreciation of music is essential, along with skills in aural discrimination and artistic judgement. More advanced music-appreciation skills are covered in:
- CUSMLT601A Analyse music.
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. Clarify scope of music exploration |
1.1 Discuss with appropriate personnel the purpose and scope of the music study 1.2 Identify appropriate methodologies for exploring and understanding the aesthetic, technical and expressive aspects of music 1.3 Identify musical styles, genres or pieces to be examined 1.4 Clarify timelines for completion of study and factors that may impact on it |
2. Identify aesthetic and expressive elements of music |
2.1 Assess musical examples to determine the overall style and character of the music 2.2 Investigate musical elements for their expressive, aesthetic and technical qualities 2.3 Identify a sufficient range of musical elements to ensure that the analysis is accurate and comprehensive 2.4 Discuss aspects of work with peers and incorporate different perspectives or ideas about music as appropriate |
3. Convey ideas about music |
3.1 Apply knowledge of the aesthetic, technical and expressive characteristics of music and related music vocabulary in an appropriate way 3.2 Ensure that the aspects of musical examples are described to the required style and standard 3.3 Compile and clearly articulate ideas about music in the required format within agreed timelines and in a manner suited to the target audience 3.4 Seek feedback on developed music perspectives from appropriate personnel and adjust conclusions as required 3.5 Evaluate the processes followed for exploring and understanding ideas about music and note areas for future improvement |
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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Purpose and scope may include: |
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Methodologies may include: |
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Musical examples may include: |
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Musical elements may include: |
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Music vocabulary may relate to elements, such as: |
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Target audiences may include: |
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Unit Sector(s)
Performing arts - music literacy