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 deconstruct harmony for its component parts.
Application of the Unit
Application of the unit |
Performing musicians, composers and arrangers apply the skills and knowledge outlined in this unit. At this level they need to apply an advanced knowledge of harmony and the related theoretical language of music as they discuss music or musical ideas with their peers. The ability to analyse harmony is essential for people who write about music at an advanced level. |
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 harmonic analysis 1.2 Identify appropriate methodologies for analysing harmony 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 it |
2. Identify musical elements |
2.1 Analyse music examples to identify elements of harmony 2.2 Identify a sufficient range of harmonic and melodic elements to ensure that the analysis is comprehensive and to the required standard |
3. Analyse how functional harmony contributes to performance and compositional outcomes |
3.1 Identify the way in which the harmony functions within the musical examples to inform the distinctive character of compositions, performances or arrangements 3.2 Analyse music with respect to the way harmonic elements are combined, manipulated and interpreted for aesthetic, technical and/or expressive outcomes 3.3 Discuss aspects of work in progress with peers and incorporate different angles or ideas into the analysis as appropriate |
4. Present or apply analysis |
4.1 Apply knowledge of harmony and related theoretical vocabulary to the analysis in an appropriate way 4.2 Ensure that all aspects of musical examples are analysed or described to the required standard of analysis and depth of understanding 4.3 Apply broader knowledge of music to the harmonic analysis 4.4 Compile or synthesise conclusions of the harmonic analysis in required format within agreed timelines 4.5 Seek feedback on analysis from appropriate personnel and adjust conclusions as required 4.6 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 may include: |
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Musical examples may include: |
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Harmonic elements may include: |
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Theoretical vocabulary may include musical devices and systems that relate to: |
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Unit Sector(s)
Performing arts - music literacy