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 improve aural-perception skills.
Application of the Unit
Musicians, songwriters, composers, arrangers, conductors and musical directors apply the skills and knowledge described in this unit. Well-developed aural-perception skills are essential for success in the music industry and can be applied in a range of contexts, for example, transcribing live or recorded music and preparing charts and other forms of notated music. An ability to discuss sophisticated music structures and components with peers and other industry personnel is required, along with a willingness to work consistently on improving one's own 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. Set personal goals for extending own aural-perception skills |
1.1 In consultation with appropriate personnel , identify the applications of aural-perception skills most relevant to own music practice 1.2 Determine how own mastery of rhythmic, melodic and harmonic music structures can be improved 1.3 Identify the genres and styles in own music practice that need attention in the context of refining aural-perception skills 1.4 Prepare a plan for own skill development, including a timeline and criteria for measuring improvements 1.5 Discuss plan with appropriate personnel and incorporate feedback as required |
2. Expand methods for the aural recognition of music |
2.1 Analyse conventions of language and terminology in the context of improving own aural-perception skills 2.2 Expand ways of hearing music, as well as listening for and naming relevant music structures 2.3 Expand knowledge of music -writing conventions connected with aural skill development 2.4 Explore more advanced rhythmic, melodic and harmonic structures connected with aural skill development |
3. Apply improved aural-perception skills to own music practice |
3.1 Focus on applying improved aural-perception skills in rehearsals or other practice activities 3.2 Adhere to conventions of language and terminology 3.3 Discuss application of aural-perception skills with peers and incorporate new ideas and techniques into own music practice |
4. Evaluate own skill development |
4.1 Monitor own progress against personal goals and skill-development plan 4.2 Discuss progress of skill development with appropriate personnel and act on feedback as required 4.3 Identify personal strengths and weaknesses as a means of improving own work 4.4 Evaluate overall effectiveness of learning methods in the expansion 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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Applications of aural-perception skills may include: |
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Music structures may include: |
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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