Unit of competency Outline
Date retreived
22/07/2026 5:57 AM AWST
22/07/2026 5:57 AM AWST
Whilst all efforts are made to provide accurate and timely information from the relevant source/documentation, please be aware that the information supplied may not be the most current version. The accuracy of the detail has not been confirmed by the Department and therefore should not be relied upon without first confirming the contents.
Analyse functional harmony
Analyse functional harmony
Unit of competency
National Code
CUSMLT403A
CUSMLT403A
State Code
D2914
D2914
TGA Status
Replaced
Replaced
DTWD Status
Replaced
Replaced
State Implementation and Classification
Approved Date
31/03/2010
Field of Education
100101 - Music
Original Release Date
31/03/2010
Nominal Hours
55
Description
This unit describes the performance outcomes, skills and knowledge required to understand and use functional harmony.
Notes
Elements and Performance Criteria
1. Clarify analysis requirements
- 1.1 Discuss with appropriate personnel the purpose and scope of the harmonic analysis
- 1.2 Agree on own role in or contribution to the harmonic analysis
- 1.3 Identify appropriate methodologies for analysing harmony in the context of the required task
- 1.4 Identify the musical styles, genres or pieces to be analysed
- 1.5 Clarify factors that may impact on the analysis, and plan accordingly
2. Identify theoretical elements of music
- 2.1 Identify key signatures, accidentals and other harmonic indicators
- 2.2 Identify chords and chord progressions
- 2.3 Assess music pieces, recordings, compositions, written examples and/or performances to identify elements of functional harmony
- 2.4 Identify a sufficient range of relevant 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 With assistance as required, identify the way in which the harmony functions within musical examples
- 3.2 Investigate musical examples for 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 appropriate personnel and incorporate different angles or ideas into the analysis as required
4. Complete 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
- 4.3 Assist with the compilation of conclusions based on the harmonic analysis as required
- 4.4 Seek feedback on own contribution to the analysis from appropriate personnel and note areas for future improvement
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:
composers
artists and performers
editors
writers
graphic designers
program or event managers
sound-production or recording personnel
producers
programmers
academic supervisors
teachers
mentors.
Purpose and scope may include:
deconstruction of musical examples into theoretical component parts, including:
melodic, harmonic and rhythmic structures in music
technical components of music
expressive components of music
representation of new musical ideas
performance
composition
arrangements and arranging principles
research for:
performance
improvisation
academic purposes
written articles, program notes, criticism or marketing
educational purposes and materials
performance critiques.
Methodologies may include:
investigating the use conventions of notation and music nomenclature
investigating and using relevant theoretical principles
reflective listening
studying music notation examples, including specific scores and texts
performance analysis
studying the representation of music as symbols
transcribing and analysing musical examples
debating ideas
reviewing and incorporating ideas from relevant literature and methodologies
cross-referencing compositional and performance examples
practical application of functional harmony.
Elements of functional harmony may include:
chords and chord construction
harmonic progressions
keys and key centres
voice leading
substitution ideas and methods
intervals
cycle of fourths and fifths
accidentals
chord/scale relationships
tonal and atonal elements.
Musical examples may include:
traditional, including European classical or traditional music of any other cultures
all contemporary popular musical styles
jazz
world
country
folk.
Theoretical vocabulary may include musical devices and systems that relate to:
articulation
beat
chord/scale relationships
dissonance and consonance
dynamics
expression
form/structure
harmony, chords and progressions
interpretation
melody
nuance
ornamentation
phrasing
pitch
rhythm
scales
tempo
timbre/tone colour
time signatures
tonality.
Appropriate personnel may include:
composers
artists and performers
editors
writers
graphic designers
program or event managers
sound-production or recording personnel
producers
programmers
academic supervisors
teachers
mentors.
Purpose and scope may include:
deconstruction of musical examples into theoretical component parts, including:
melodic, harmonic and rhythmic structures in music
technical components of music
expressive components of music
representation of new musical ideas
performance
composition
arrangements and arranging principles
research for:
performance
improvisation
academic purposes
written articles, program notes, criticism or marketing
educational purposes and materials
performance critiques.
Methodologies may include:
investigating the use conventions of notation and music nomenclature
investigating and using relevant theoretical principles
reflective listening
studying music notation examples, including specific scores and texts
performance analysis
studying the representation of music as symbols
transcribing and analysing musical examples
debating ideas
reviewing and incorporating ideas from relevant literature and methodologies
cross-referencing compositional and performance examples
practical application of functional harmony.
Elements of functional harmony may include:
chords and chord construction
harmonic progressions
keys and key centres
voice leading
substitution ideas and methods
intervals
cycle of fourths and fifths
accidentals
chord/scale relationships
tonal and atonal elements.
Musical examples may include:
traditional, including European classical or traditional music of any other cultures
all contemporary popular musical styles
jazz
world
country
folk.
Theoretical vocabulary may include musical devices and systems that relate to:
articulation
beat
chord/scale relationships
dissonance and consonance
dynamics
expression
form/structure
harmony, chords and progressions
interpretation
melody
nuance
ornamentation
phrasing
pitch
rhythm
scales
tempo
timbre/tone colour
time signatures
tonality.
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:
complete at least three harmonic analyses that demonstratesound understanding of functional harmony
apply sound reflective, critical-listening and communication skills in the context of analysing functional harmony.
Context of and specific resources for assessment
Assessment must ensure:
access to printed scores or recorded performances as required by the specialisation to be assessed
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 harmonic analyses completed by the candidate
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 arise in the context of analysing functional harmony.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMCP301A Compose simple songs or musical pieces
CUSMCP402A Develop techniques for composing music
CUSMLT303A Notate music
CUSMLT401A Notate music for performance.
Overview of assessment
Critical aspects for assessment and evidence required to demonstrate competency in this unit
Evidence of the ability to:
complete at least three harmonic analyses that demonstratesound understanding of functional harmony
apply sound reflective, critical-listening and communication skills in the context of analysing functional harmony.
Context of and specific resources for assessment
Assessment must ensure:
access to printed scores or recorded performances as required by the specialisation to be assessed
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 harmonic analyses completed by the candidate
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 arise in the context of analysing functional harmony.
Guidance information for assessment
Holistic assessment with other units relevant to the industry sector, workplace and job role is recommended, for example:
CUSMCP301A Compose simple songs or musical pieces
CUSMCP402A Develop techniques for composing music
CUSMLT303A Notate music
CUSMLT401A Notate music for performance.
Replaced By
| State Code | National Code | Title | Type |
|---|---|---|---|
| AWI30 | CUAMLT403 | Develop skills in analysis of functional harmony | Unit of competency |
| State Code | National Code | Title | Type |
|---|---|---|---|
| D357 | CUS40109 | Certificate IV in Music | Qualification |
| D360 | CUS50109 | Diploma of Music | Qualification |