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 analyse and apply concepts about the social significance of music to one's own professional practice.
Application of the Unit
Performing musicians and composers, as well as music promoters, marketers and managers, require in-depth understanding of the function of music in society, particularly in relation to the cultural significance of music in the lives of individuals and groups. This knowledge could be applied in the context of measuring the cultural and commercial value of music as a precursor to placing music products in the market place.
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. Investigate the history of music |
1.1 Identify relevant sources of information on the history and social significance of music 1.2 Investigate and review different definitions of music and how these relate in historical and cultural contexts 1.3 Explore the relationships and synergies between music and culture over time |
2. Assess the social significance of music |
2.1 Compare and assess the different ways individuals and groups have performed, composed and presented music over time 2.2 Explore ways in which music impacts on people's social and working lives 2.3 Investigate and evaluate the different social and cultural functions of music 2.4 Investigate and evaluate the role played by music in other fields of human endeavour |
3. Apply historical and sociological knowledge of music to own professional practice |
3.1 Extract key information and ideas about the history and social significance of music 3.2 Compare and evaluate alternative perspectives and views on music 3.3 Discuss and present ideas about music fully and constructively with relevant personnel 3.4 Reflect on how information and ideas might be integrated into own life and work, and set personal goals for doing so 3.5 Identify and access opportunities to enhance own professional practice in light of knowledge gained |
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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Sources of information may include: |
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Ways in which music impacts on people's social and working lives may include: |
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Fields may include: |
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Relevant personnel may include: |
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Opportunities may include: |
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Unit Sector(s)
Performing arts - music literacy