Music Technology Projects - Foundation is a Level 2 course which requires learners to have an interest in audio design and sound technology
There are 5 compulsory units of study: The Physics of Sound, Microphone Characteristics and Techniques, Signal Flow and System Use, Mix Aesthetics and Professional Practice. Music Technology Projects - Foundation provides a pathway to Music Technology Level 3.
This course aims to provide learners with:
On successful completion of this course, learners will be able to:
Delivery of this course will require learner access to, and use of specialised equipment including:
This course has a complexity level of 2.
At Level 2, the learner is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at this level are often those characteristic of an AQF Certificate II.
This course has a size value of 15.
This course has five (5) areas of compulsory study:
The five areas of study will be delivered and assessed in the order in which they are listed.
It is recommended that the areas be given the following approximate percentage of delivery time:
Area | Topic | % |
1 | The Physics of Sound | 10% |
2 | Microphone Characteristics and Techniques | 20% |
3 | Signal Flow and System Use | 30% |
4 | Mix Aesthetics | 30% |
5 | Professional Practice | 10% |
AREA 1 – THE PHYSICS OF SOUND
Learners will study how sound is:
AREA 2 – MICROPHONE CHARACTERISTICS AND TECHNIQUES
Learners will study:
AREA 3 – SIGNAL FLOW AND SYSTEM USE
Learners will study:
AREA 4 – MIX AESTHETICS
Learners will study:
AREA 5 – PROFESSIONAL PRACTICE
Learners will study:
Learners must engage in a range of audio tasks including:
Learners must complete two finished products for final assessment negotiated from the range of audio tasks suggested and provide supporting documentation encompassing intent, process and evaluation.
Criterion-based assessment is a form of outcomes assessment that identifies the extent of learner achievement at an appropriate end-point of study. Although assessment – as part of the learning program – is continuous, much of it is formative, and is done to help learners identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative reporting to TASC will focus on what both teacher and learner understand to reflect end-point achievement.
The standard of achievement each learner attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a learner demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating.
A ‘z’ notation is to be used where a learner provides no evidence of achievement at all.
Providers offering this course must participate in quality assurance processes specified by TASC to ensure provider validity and comparability of standards across all awards. To learn more, see TASC's quality assurance processes and assessment information.
Internal assessment of all criteria will be made by the provider. Providers will report the learner’s rating for each criterion to TASC.
The following processes will be facilitated by TASC to ensure there is:
Process – TASC will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications TASC issues. This will involve checking:
This process will usually also include interviews with past and present learners.
It will be scheduled by TASC using a risk-based approach.
The assessment for Music Technology Projects – Foundation Level 2 will be based on the degree to which the learner can:
The learner:
Rating A | Rating B | Rating C |
---|---|---|
employs a range of audio engineering techniques* and provides clear and appropriate justification for choices made | employs audio engineering techniques* and provides clear justification for choices made | employs basic audio engineering techniques* and can provide justification for choices made |
uses of volume and pan to create a sonic picture with width and depth | uses volume and pan so that all mix elements are clear, well-spaced and audible | uses volume and pan so that most mix elements are clear and audible |
appropriately uses equalisation and compression on all necessary elements to improve clarity across mix - as required by style and instrumentation | uses equalisation and compression on elements to improve clarity across mix - as required by style and instrumentation | uses equalisation and compression to change mix elements, as directed |
uses simple and some complex editing techniques to shape an audio product with strong flow and structure. | uses a range of simple audio editing techniques to create a structured soundbed. | uses simple editing techniques to shape an audio product. |
* ‘Engineering techniques’ include, but are not limited to use of signal processing equipment, compression, noise gates, equalisers and effects.
The learner uses time management strategies, planning and negotiation skills to complete audio tasks. The learner:
Rating A | Rating B | Rating C |
---|---|---|
identifies time, materials and equipment needed to complete audio tasks, and employs a systematic and planned approach to their use | identifies time, materials and equipment needed to complete audio tasks, and employs a planned approach to their use | identifies time, materials and equipment needed to complete audio tasks |
identifies, proposes and negotiates complex goals which are measurable, achievable and realistic | proposes and negotiates complex goals which are measurable, achievable and realistic | negotiates goals which are measurable, achievable and realistic |
evaluates, selects and uses planning tools and strategies to achieve objectives and manage activities within proposed audio times | selects and uses planning tools and strategies to achieve objectives and manage audio activities within proposed times | uses planning tools to achieve objectives within proposed times |
reflects – orally and in writing – on progress towards meeting goals and timelines, assesses progress and plans effective future actions | reflects – orally and in writing – on progress towards meeting goals and timelines, assesses progress and plans future actions | reflects – orally and in writing – on progress towards meeting goals and timelines, and articulates some ways in which goals will be met in the future |
meets specified/negotiated timelines and addresses all required task characteristics* with a high degree of accuracy. | meets specified/ negotiated timelines and addresses all required task characteristics*. | meets specified/negotiated timelines and addresses most aspects of required task characteristics*. |
* ‘required task characteristics’ may include: requirements given in a brief; mode of response; and presentation requirements.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
describes** balance, dynamics and tone colour requirements across all given music styles and specified audio products | identifies balance, dynamics and tone colour requirements across a given range of targeted music styles and specified audio products | identifies* basic balance, dynamics and tone colour requirements across a given range of targeted music styles and specified audio products |
explains technical requirements across a given range of music styles and specified audio products | describes technical requirements across a given range of music styles and specified audio products | identifies technical requirements of some given music styles and specified audio products |
uses appropriate signal processing across given music styles and specified audio products | uses appropriate signal processing across some given music styles and specified audio products | uses simple signal processing across some given music styles and specified audio products |
appropriately selects or modifies a recording environment for given music styles and specified audio products. | selects or modifies a recording environment for some given music styles and specified audio products. | modifies a recording environment as directed. |
* Identify: to point out, name, list, distinguish, recognise, establish or indicate who or what someone or something is.
** Describe: to recount, tell of/about, chronicle, comment on, give an account of characteristics or features.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
explains*** importance of liaison, workplace safety and etiquette working in audio settings | describes** importance of liaison, workplace safety and etiquette when working in audio settings | identifies* importance of liaison, workplace safety and etiquette when working in audio settings |
explains and uses protocols and etiquettes appropriate to needs of clients, musicians and production personnel in familiar and unfamiliar settings | describes and uses protocols and etiquettes appropriate to needs of clients, musicians and production personnel in familiar settings | identifies and uses basic protocols and etiquettes appropriate to needs of clients, musicians and production personnel in familiar settings |
provides appropriate technical support to meet requirements of clients, musicians and production personnel | provides appropriate technical support to meet some requirements of clients, musicians and production personnel | provides technical support to meet some of the requirements of clients, musicians and production personnel. Support may not always be appropriate to need |
clearly communicates ideas and information to clients, musicians and production personnel. | clearly communicates basic ideas and information to clients, musicians and production personnel. | communicates basic ideas and information to clients, musicians and production personnel. |
* Identify: to point out, name, list, distinguish, recognise, establish or indicate who or what someone or something is.
** Describe: to recount, tell of/about, chronicle, comment on, give an account of characteristics or features.
*** Explain: to make plain, clear, intelligible, to describe in detail, revealing relevant facts.
The learner:
Rating A | Rating B | Rating C |
---|---|---|
recognises and appropriately re-acts and reports hazards and potential hazards in audio engineering environments | recognises hazards in audio engineering environments and re-acts appropriately | recognises hazards in audio engineering environments and re-acts as directed |
correctly describes steps of common emergency procedures in audio engineering environments, and explains*** their significance | correctly describes** steps of common emergency procedures in audio engineering environments | correctly identifies* steps of common emergency procedures in audio engineering environments |
follows established safety procedures for use of audio engineering equipment and facilities | follows established safety procedures for use of audio engineering equipment and facilities, with some direction | follows established safety procedures for use of audio engineering equipment and facilities, as directed |
safely uses techniques, processes, tools and materials to make audio products. | safely uses techniques, processes, tools and materials to make audio products, with some direction. | safely uses techniques, processes, tools and materials to make audio products, as directed. |
* Identify: to point out, name, list, distinguish, recognise, establish or indicate who or what someone or something is.
** Describe: to recount, tell of/about, chronicle, comment on, give an account of characteristics or features.
*** Explain: to make plain, clear, intelligible, to describe in detail, revealing relevant facts.
Music Technology Projects – Foundation Level 2 (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
The final award will be determined by the Office of Tasmanian Assessment, Standards and Certification from 5 ratings.
The minimum requirements for an award in Music Technology Projects - Foundation Level 2 are as follows:
EXCEPTIONAL ACHIEVEMENT
4 ‘A’ ratings, 1 ‘B’ rating
HIGH ACHIEVEMENT
2 ‘A’ ratings, 2 ‘B’ ratings, 1 ‘C’ rating
COMMENDABLE ACHIEVEMENT
3 ‘B’ ratings, 2 ‘C’ ratings
SATISFACTORY ACHIEVEMENT
4 ‘C’ ratings
PRELIMINARY ACHIEVEMENT
2 ‘C’ ratings
A learner who otherwise achieves the ratings for a SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
The Department of Education’s Curriculum Services will develop and regularly revise the curriculum. This evaluation will be informed by the experience of the course’s implementation, delivery and assessment.
In addition, stakeholders may request Curriculum Services to review a particular aspect of an accredited course.
Requests for amendments to an accredited course will be forwarded by Curriculum Services to the Office of TASC for formal consideration.
Such requests for amendment will be considered in terms of the likely improvements to the outcomes for learners, possible consequences for delivery and assessment of the course, and alignment with Australian Curriculum materials.
A course is formally analysed prior to the expiry of its accreditation as part of the process to develop specifications to guide the development of any replacement course.