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:
teachers
mentors
arrangers
composers
music editors
musicians
bandleaders
music conductors
choir leaders.
Applications of aural-perception skills may include:
ability to identify and discuss sophisticated music components with peers and other industry personnel
capacity to transcribe complex live or recorded music
developed appreciation of music subtleties and complexities
developed overall musicianship
preparation of scores, charts and other forms of notated music
access to new forms of music.
Music structures may include:
key signatures
developed harmonic and melodic structures
grouping of complex rhythmic structures
time signatures, including compound and odd time signatures
note pitch
note duration
scales and associated modes
accidentals
chords and chord progressions, including chord substitutions.
Genres and styles may include:
classical
jazz
popular music
church
folk
world.
Conventions of language and terminology may relate to:
music structures
music notation, including:
bar lines
repeats
sign
coda
ties
rests
phrases
ornaments
music forms, including:
popular
jazz
classical.
Music-writing conventions may include:
manuscript layout
more sophisticated methods of notation
rehearsal figures
bar lines
ownership and copyright information.

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:
hear and recognise complex music structures accurately
adhere to the conventions of music language and terminology within selected styles
apply aural-perception skills to own music practice
plan and monitor progress in refining own aural-perception skills.
Context of and specific resources for assessment
Assessment must ensure:
access to a selection of recorded or performed music for investigation and skill development
use of culturally appropriate processes, and techniques appropriate to the language and literacy capacity of learners and the work being performed
opportunities to demonstrate improvement in aural-perception skills.
Method of assessment
The following assessment methods are appropriate for this unit:
direct observation or video recording of the candidate's ability to aurally recognise complex music structures
evaluation of candidate's plan for improving own aural-perception skills, including evidence of monitoring progress against goals
discussion and/or case studies to determine candidate's ability to deal with challenges that arise in the context of improving aural-perception skills
written or oral questioning or interview to test knowledge as listed in the required knowledge section of this unit and to assess the refinement of aural-perception skills.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMCP401A Develop techniques for arranging music
CUSMCP402A Develop techniques for composing music
CUSMCP501A Compose music using electronic media
CUSMCP502A Compose music for screen
CUSMPF506A Develop technical skills and expand repertoire.