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 the aesthetic, technical and expressive characteristics of music.
Application of the Unit
Performing musicians, music writers, music performance curators, and festival and concert programmers apply the skills and knowledge outlined in this unit. At this level they are applying an advanced level of aesthetic and artistic sensibility to their professional practice. A well-developed appreciation of music is essential, along with high-level aural discrimination skills and sound artistic judgement.
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 analysis requirements |
1.1 Discuss with appropriate personnel the purpose and scope of the music analysis 1.2 Identify appropriate methodologies for analysing music in the context of the required task 1.3 Identify the musical styles, genres or pieces to be analysed 1.4 Clarify timelines for completion of analysis and factors that may impact on the analysis |
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 Analyse musical elements for their expressive, aesthetic and technical qualities 2.3 Identify a sufficient range of functional musical elements to ensure that the analysis is accurate and comprehensive 2.4 Discuss aspects of work in progress with peers and incorporate different angles or ideas into the analysis as appropriate |
3. Convey the musical analysis |
3.1 Apply knowledge of music and related music vocabulary to the analysis in an appropriate way 3.2 Ensure that all aspects of the musical examples are analysed or described to provide the required style and standard of analysis 3.3 Compile or synthesise conclusions of the musical analysis in the required format within agreed timelines and in a manner suited to the target audience 3.4 Seek feedback on analysis from appropriate personnel and adjust conclusions as required 3.5 Evaluate analysis process 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 for analysis 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.