Elements and Performance Criteria

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.
Appropriate personnel may include:
performer
ensemble member
presenter
designer:
sound
lighting
costume
make-up and hair
special effects
client
marketing and promotions personnel
artist's agent
conductor
tutor
mentor.
Factors may include:
purpose of musical composition, such as for:
specific artist
ensemble
music theatre
own personal development
corporate purposes
cultural purposes
marketing and promotion
educational purposes
special communities
special occasions
public and/or religious ceremonies
audio or video recordings for online products or interactive games
contractual arrangements
available resources
amount of time allocated to rehearsal
available budget
client's expectations
intellectual property
copyright
online distribution considerations:
file compression for streaming and downloading
file formats
promotional samples to accompany each piece
timelines.
Musical elements may include:
acoustics
aesthetic qualities
articulation
attack
beat
cultural context
duration
dynamics
expression
form
harmony/chords
instrumentation
interpretation
intonation
melody
notation
nuance
orchestration
ornamentation
phrasing
pitch
relationship to song lyrics
rhythm
scales
shape
sound production
suspensions
tempo
texture
timbre/tone colour
time signatures
tonality
transposition
unity and contrast
voicing
volume.
Scope of composition brief may include:
purpose
number of musical pieces required
duration of pieces
musical genre
instruments for which music is being composed
budget
required resources
evaluation and review requirements
timeline
final format for compositions.
Aspects to be covered in the work plan may include:
duration, general vision for and scope of the composition material
text and any associated collaboration required
timelines
budget
instrumental and performing resources required for the work
timetable that allows for unexpected developments and contingencies
communication plan that ensures ongoing discussion and confirmation of the music being composed
plan of music components and any text components
map that clearly indicates duration requirements for sections of the work.
Aspects to be covered in a contract may include:
milestones and payment schedule
materials and facilities provided by both parties
responsibilities of both parties
role of any subcontracted personnel
process for negotiating variations to the contract.
Briefing others may involve:
allocating work in line with project requirements
providing specifications
agreeing on standards of work and monitoring procedures
providing technical and financial information
agreeing on payment schedules
discussing reporting mechanisms and arrangements for dealing with contingencies
negotiating process for providing feedback on work in progress.
Compositional techniques may include:
applying the theory and practice of harmony and counterpoint
composing heads as starting points for jazz improvisation
instrumentation
generating workable rhythm section parts
writing note combinations that sound good to the ear
contrary motion
writing parts
creating introductions and endings
using countermelodies
re-harmonising chord progressions
developing musical themes or motifs.
Format may be:
computer-based
paper-based.

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.
Overview of assessment

Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
compose a selection of musical pieces in response to at least two briefs
apply well-developed aural skills to the composition process
work collaboratively with others involved in creating or performing the compositions.
Context of and specific resources for assessment
Assessment must ensure:
access to an environment where music compositional skills can be applied
access to appropriate range of instruments relevant to the candidate's selected musical styles
access to industry-current software, hardware and audio equipment for composing, orchestrating and setting down music
access to scores relevant to the candidate's selected musical styles
use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of the candidate and the work being performed.
Method of assessment
The following assessment methods are appropriate for this unit:
evaluation of work plans prepared by the candidate
direct observation of the candidate composing musical pieces
written or oral questioning to assess candidate's understanding of musical elements and compositional techniques
written or oral questioning to test knowledge as listed in the required knowledge section of this unit
case studies and scenarios as a basis for discussion of issues and challenges that typically arise in the context of composing music in response to a brief.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUFCMP301A Implement copyright arrangements
CUSMCP401A Develop techniques for arranging music
CUSMCP501A Compose music using electronic media
CUSMLT401A Notate music for performance
CUSMLT403A Analyse functional harmony
CUSMLT501A Refine aural-perception skills.