btec level 2 diploma in music - 1406 (spalding)...

Improving lives throughvocational education

BTEC Level 2 Diploma in Music for Practical Performance Workbook

Name:

CVQO reference number: VQ

Unit:

You must complete and return this Workbook to CVQO for marking before 30 APRIL 2018.

THE DECLARATION BELOW MUST BE SIGNED BY YOU (THE LEARNER) AND YOUR ENSEMBLE LEADER/BANDMASTER/VQ OFFICER

UNSIGNED WORK WILL NOT BE ACCEPTED FOR MARKING

CVQO LTD, 3 ARCHIPELAGO, LYON WAY, CAMBERLEY, SURREY, GU16 [email protected]|01276 601709|www.cvqo.org

Copyright © CVQO 2016

Learner Declaration: I certify that:1. I have had the requirements for this BTEC Level 2 qualification explained to me.2. Where appropriate I have been given constructive feedback.3. The work submitted for this Workbook is my own.

Signed: Date:

Ensemble Leader/Bandmaster/VQ Officer Declaration: I certify that:1. I have issued the relevant Resource Material to this learner and explained where the information

for the completion of their work can be found.2. The learner understands the requirements for the completion of this Diploma.3. The learner named above completed the work submitted.

Signed: Date:

On completion the Unit VQ Officer is to sign and send by Recorded Delivery to CVQO

Third Edition

ii | Page Pearson BTEC Level 2 Diploma in Music for Practical Performance

Instructions for completing this workbook

Instructions for completing this workbookOverviewThe Level 2 Diploma in Music for Practical Performance is a 360-guided learning hours’ qualification. Some of the qualification will be achieved through your musical achievements and the remainder by successfully completing the required units in this workbook.

The qualification is broken down into a number of units. In order to achieve the qualification, you must achieve 60 credits.

The qualification consists of one workbook which must be submitted on or before the deadline outlined on the front cover. Failure to submit by this date may delay the assessment of work and feedback to you.

The qualification is pass only questions; however, ALL questions in each unit must be achieved to gain the qualification.

Work in this book is either, a TASK, a QUESTION, or an ACTIVITY. Each is headed as follows:

The Unit TASK, QUESTION, ACTIVITY Assessment CriterionExample: U1 Task 1 AC 1.1

Submission guidelines You must:

• ensure you only submit work that is in your own words. Copied answers or work that is not your own will be returned to you and you risk not being able to complete your qualification.

• write your answers in BLACK PEN. These workbooks are scanned and your work may not be legible unless it is in black pen.

• send your completed workbook to CVQO on or before the submission deadline outlined on the front cover.

You must not:• use any staples or glue in this workbook. If you have used continuation sheets make sure your

name is on each sheet and this is placed in the correct Unit within your workbook.• use any highlighters or corrective fluid (i.e. Tipp-Ex or Snopake) in this workbook.

THE WRITING SPACE PROVIDED SHOULD BE ADEQUATE FOR THE ANSWERS REQUIRED

You must complete and submit this Workbook to CVQO for marking by30 April 2018.

This Workbook contains the practical assessment Marksheets which must be completed and signed by you AND your Ensemble Leader/Bandmaster

or VQ Officer.

Remember to tell us about all of your musical achievements, performances you have given and courses you have completed.

This is important as these activities may mean that you will not have to complete

certain questions in this Workbook.

Instructions for completing this workbook

2016 Page |iii

ContentsInstructions for completing this workbook ............................................................................................ii

Overview ................................................................................................................................................... iiSubmission guidelines .............................................................................................................................. ii

Glossary ............................................................................................................................................... iv

UNIT 1 Working in the Music Industry ...................................................................................................1Learning Outcome 1: Know different types of organisations in the music industry .................................1Learning Outcome 2: Know job roles in the music industry ....................................................................2

UNIT 2 Professional Development in the Music Industry ........................................................................4Learning Outcome 1: Know career and progression opportunities within the music industry ................4Learning Outcome 2: Be able to design and monitor an appropriate professional development plan ....5

UNIT 3 Planning and Creating a Music Product ......................................................................................7Learning Outcome 1: Know how to carry out the planning requirements for the creation of a music product ........................................................................................................7Learning Outcome 2: Be able to take part in the developmental processes for a music product ............9Learning Outcome 3: Know the purpose of the planning and preparation process in relation to the creation of a music product ................................................................................ 11

UNIT 4 Solo Musical Performance ........................................................................................................12Learning Outcome 1: Know how to choose appropriate pieces of music for performance ...................12Learning Outcome 2: Know how to prepare for a solo performance .....................................................13Learning Outcome 3: Be able to perform music to an audience ............................................................14

UNIT 6 Working as a Musical Ensemble ...............................................................................................16Learning Outcome 1: Know the roles and responsibilities of members of musical ensembles ..............16Learning Outcome 2: Be able to prepare for performances as part of an ensemble .............................17Learning Outcome 3: Be able to present effective ensemble performances .........................................19Learning Outcome 4: Be able to demonstrate employability skills through participation in musical ensemble activities ................................................................................. 21

UNIT 11 Rehearsal Techniques for Musicians .......................................................................................23Learning Outcome 1: Know about the rehearsal process for musicians .................................................23Learning Outcome 2: Know how to find solutions to issues arising during the rehearsal process .........24Learning Outcome 3: Understand how to evaluate progress against targets .........................................25Learning Outcome 4: Be able to demonstrate technical and musical control of an instrument within a group ......................................................................................................27

UNIT 16 Investigating an Area of Music ................................................................................................29Learning Outcome 1: Be able to plan an investigation, taking deadlines into account .........................29Learning Outcome 2: Be able to carry out an investigation into an area of music ................................30Learning Outcome 3: Know the nature of information and whether it is reliable and valid .................31Learning Outcome 4: Be able to present the results of an investigation into an area of music in an appropriate way ..................................................................................................32

You Are Now Ready To Submit Your Workbook. ..................................................................................34Your Checklist: ........................................................................................................................................34

Notes ..................................................................................................................................................35

iv | Page Pearson BTEC Level 2 Diploma in Music for Practical Performance

Glossary

Glossary

COMMAND VERBS DESCRIPTIONCARRY OUT Complete a task or activity.DEFINE State the meaning of a word or phrase or process.DEMONSTRATE Apply skills in a practical situation or show an understanding of the topic.

DESCRIBE Give a clear description that includes all the relevant features. Think of it as ‘painting a picture with words’.

DISCUSS Talk about something to another person or group of people.

EXPLAIN

Set out in detail the meaning of something, with reasons. This is more difficult than describing or listing so it can help you to give an example to show what you mean. Start by introducing the topic then give the ‘how’ or ‘why’.

EVALUATE Review the information then bring it together to form a conclusion. Give evidence for each of your views or statements.

IDENTIFY Provide brief information about a subject, specific process or activity.

ILLUSTRATE Give clear information or description with examples (e.g.: spoken, written, pictures, diagrams).

LIST Provide the information in a list rather than in continuous writing.OUTLINE Identify or briefly describe the main points.PARTICIPATE To take part, be or become actively involved in something.

REFLECTLook back at your actions, experiences or learning and think about what went well and not so well and how this can help your future action, learning or practice.

REPORT Make an official or formal statement. Put information together for others.

REVIEW Look back over the topic or activity.SELECT Choose the most suitable.STATE Write down clearly.USE Take or apply an item, resource or piece of information as required.

OTHER DESCRIPTIONCONTRAST Things that are similar but have differences.

UNIT 1 Working in the Music Industry

2016 Page |1

UNIT 1 Working in the Music IndustryLearning Outcome 1: Know different types of organisations in the music industry

U1 Task 1 AC 1.1: Describe an organisation’s function and relation to other areas of the music industry

a. Select one organisation from TABLE A and tick the corresponding box. Write a short description of the function of your chosen organisation.

TABLE A: TYPES OF ORGANISATIONS IN THE MUSIC INDUSTRY

Record Label Broadcasting (TV & Radio) Stage Hire Company

HM Forces Band Service Professional Ensemble* Concert Promoter

Performing Rights Society (PRS) Artists Agency Musicians Union *Choir, Band, Orchestra, etc.Description:

b. Describe how your chosen organisation from TABLE A relates to two other types of organisation from the same table.

Type 1:

Description:

Type 2:

Description:

2 | Page Pearson BTEC Level 2 Diploma in Music for Practical Performance


Learning Outcome 2: Know job roles in the music industry

U1 Task 2 AC 2.1: Describe a job role from the performance area of employment

Listed below are some of the PERFORMANCE related jobs available in the music industry. Tick one box from TABLE B and write a description of the performance role you have chosen.

TABLE B: PERFORMANCE ROLES IN THE MUSIC INDUSTRY

Musician (Instrumentalist) HM Forces Musician/Piper/Drummer/Bugler Vocalist

Choirmaster Conductor Pipe Major Drum Major Accompanist

Description:

U1 Task 3 AC 2.2: Compare the job role from the performance area of employment to other roles within the industry

Briefly describe two similarities and two differences between your chosen performance role and two other performance roles from TABLE B.

Role 1:

Similarities:1.

2.

Differences:1.

2.

Role 2:

Similarities:1.

2.

Differences:1.

2.


2016 Page |3

Learning Outcome 2 (Continued)

U1 Task 4 AC 2.3: Describe a job role from a different area of employment within the music industry

Listed below are some of the different NON-PERFORMANCE based roles you can find in the music industry. Tick one box from TABLE C and write a short description of your chosen non-performance role.

TABLE C: TYPES OF NON-PERFORMANCE BASED ROLES IN THE MUSIC INDUSTRY

HM Forces Director of Music Composer/Arranger Music Librarian

Music Teacher Sound Recording CD Manufacturer Event Manager

Description:

U1 Task 5 AC 2.4: Describe how the job role relates to other roles within the industry

Describe how your chosen non-performance role relates to two other roles from TABLE B or TABLE C.

Role 1:

Description:

Role 2:

Description:


UNIT 2 Professional Development in the Music Industry

UNIT 2 Professional Development in the Music IndustryLearning Outcome 1: Know career and progression opportunities within the music industry

U2 Task 1 AC 1.1: Identify the training and experience required for a career path in the music industry

a. Select a role from the list below and write it in the box.

• Musician (Instrumentalist) • Music Event Manager

• Choir Master • Music Librarian

• Vocalist • Composer/Arranger

• Conductor • Music Teacher

• Sound Recording • HM Forces Musician/Piper/Drummer/Bugler

Chosen role:

Is this a performance/non-performance role:

b. Identify THREE training requirements and THREE types of experience that would be required for the job role that you have chosen above.

Training required

1.

2.

3.

Experience required

1.

2.

3.


2016 Page |5

Learning Outcome 2: Be able to design and monitor an appropriate professional development plan

U2 Task 2 AC 2.1: Design an appropriate professional development plan that identifies current skill levels and sets targets

a. Think about your current performance role and the skills this requires.• Select from the list below FOUR SKILLS AND QUALITIES* that you consider are important to

your role.• Rate each of the four skills and qualities according to your ability.• Give each of the four skills and qualities a priority for development for success.

* SKILLS AND QUALITIESPractical performance Determination Commitment Individual practice Pride in appearance Play well in a group Motivation Communication

Your current performance role:

Skills and qualities I consider to be important

My ability rating My priority for developing this skill

I do this well

I need more

practice

I cannot do this

Very important

Quite important

Not important

b. Give two realistic short term improvements and two long term targets you would like to achieve.

Short term improvements Long term targets

1. 1.

2. 2.



Learning Outcome 2 (Continued)

U2 Task 3 AC 2.2: Monitor a professional development plan, identifying progress towards targets

You will need to look back at the short term improvements and long term targets you set yourself in your Development Plan.

• You must review the plan twice.

a. Review 1

Have you achieved your short term improvements?

Have you achieved your long term targets?

Yes No Yes No

b. From your review, identify the progress you have made so far and what, if any, adjustments you would make to your plan.

Progress and adjustments:

c. Review 2

Yes No N/A

Have the outstanding short term improvements from Review 1 now been achieved?Have the outstanding long term targets from Review 1 now been achieved?

d. Reflect on the progress you have made during the period of these two Reviews.

UNIT 3 Planning and Creating a Music Product

2016 Page |7

UNIT 3 Planning and Creating a Music ProductLearning Outcome 1: Know how to carry out the planning requirements for the creation of a music product

U3 Task 1 AC 1.1: Identify the necessary planning requirements for the creation of a music product

SCENARIO

For your BTEC qualification, you are required to plan and prepare for a Musical Event in which your Ensemble could participate. You will not be assessed on your musical ability in this task, but on your approach to the whole planning process and how you communicate with others.

Outline your Project Plan for your Musical Event in the boxes below.

Type of performance and musical programme:

Type of audience:

Venue:



Event Project Plan (Continued)

Marketing:

Rehearsal schedule:

U3 Task 2 AC 1.2: Identify material and/or equipment suitable for the creation of a music product

List the material and equipment required for your event project plan.


2016 Page |9

Learning Outcome 2: Be able to take part in the developmental processes for a music product U3 Activity 1 AC 2.1: Carry out a role in the development process for a music product, showing a grasp of the task requirements

U3 Activity 1 AC 2.2: Communicate with other team members and/or event personnel as appropriate

You will be interviewed by your Ensemble Leader/Bandmaster/VQ Officer regarding the planning requirements, your role in the development process and your communication with the team.

The VQF 640 Assessment Marksheet on the following page will be completed by your Ensemble Leader/Bandmaster/VQ Officer during the interview.

YOU MUST SIGN THE MARKSHEET.



VQF 640March 2016

EVENT PLANNING PRACTICAL ASSESSMENTBTEC Level 2 Diploma in Music for Practical Performance

Interview MarksheetFOR COMPLETION BY THE VQ OFFICER/ENSEMBLE LEADER/BANDMASTER/VQ OFFICER

CVQO registration number: VQ

Learner name(CAPS):

INVOLVEMENT AND UNDERSTANDING 4 OR 8a. Did the learner carry out a role in the development process for their Event

showing a grasp of the task requirements? COMMUNICATION

b. Did the learner communicate with other team members and/or event personnel as appropriate?

Ensemble Leader/Assessor - Comments and feedback:

Learner signature:“I confirm that I have read and understand the feedback given to me”

Date:

Assessor signature:“I confirm that I have witnessed the instruction and given feedback”

Date:

Assessor name (CAPS):


2016 Page |11

Learning Outcome 3: Know the purpose of the planning and preparation process in relation to the creation of a music product U3 Task 3 AC 3.1: Identify opportunities for improvement through evaluating the planning and preparation processes

Evaluate the event you participated in taking into account all the different processes you were involved in. Give two examples of what you felt went well and two examples of what could be improved upon.

What went well? WHY?

1.

2.

What could be improved upon? HOW?

1.

2.


UNIT 4 Solo Musical Performance

UNIT 4 Solo Musical PerformanceLearning Outcome 1: Know how to choose appropriate pieces of music for performance

U4 Task 1 AC 1.1: Identify music for a concert programme that is appropriate to their performance standard

a. My chosen instrument for solo performance is:

b. What are the TWO most important things you would consider when selecting music to perform on your chosen instrument?

Choose pieces my audience will like Select music I can play well Choose pieces that I have time to prepare for Choose pieces that demonstrate my musical ability

c. Select FOUR pieces that you have chosen to play in a solo performance, giving reasons for your choice.

Name of piece 1:

Reasons:

Name of piece 2:

Reasons:

Name of piece 3:

Reasons:

Name of piece 4:

Reasons:


2016 Page |13

Learning Outcome 2: Know how to prepare for a solo performance

U4 Task 2 AC 2.1: Identify examples of music practice techniques that are used to improve performance on their instrument

a. List THREE practice routines you frequently use.

1.

2.

3.

b. Perform TWO of the practice routines given above, to your Ensemble Leader/Bandmaster, giving a practical demonstration by applying them to specific pieces you are currently preparing.

Routine 1:

Routine 2:



Date:

Ensemble Leader/ Bandmaster signature:

“I confirm that I have observed the learners practice routines and

given feedback.”Date:

Bandmaster name (CAPS):



Learning Outcome 3: Be able to perform music to an audience

U4 Activity 1 AC 3.1: Present a recorded portfolio of contrasting pieces of music that are performed accurately to an audience, keeping with the conventions of the particular music style

a. You may have already gained a PASS by achieving any of the qualifications or proficiencies as detailed in the table below.

b. If you have not achieved any of the below, you must pass the CVQO Solo Performance Assessment found on the next page. Your Ensemble Leader, Bandmaster or VQ Officer will assess you. You must provide an Audio Visual (AV) recording of you performing as a soloist. This can be a DVD, website link or digital recording. The performance must be given in front of an audience, and should contain a minimum of four pieces.

• You must perform four pieces of music as a soloist.• It is not necessary for you to perform all four pieces at once as they may be presented over

time.• Each performance must be given in front of an audience.

PASS PASS

SCC Band Proficiency Assessment Institute of Piping Level 2

ACF ACF 2 Star Syllabus ACF 2 Star P&D ABRSM or Trinity

CollegeGrade IV ABRSM (Pass grade)

CCF As per SCC/ACF/ ATC or ABRSM Grades GCSE Music Grade D

ATC Band Proficiency Assessment

Scottish Credit and Qualifications

FrameworkNational 5

PDQB Level 2 AS or A Level Music Grade A - E


2016 Page |15

VQF 641March 2016

SOLO PERFORMANCE ASSESSMENTBTEC Level 2 Diploma in Music for Practical Performance

FOR COMPLETION BY THE VQ OFFICER/ENSEMBLE LEADER/BANDMASTER/VQ OFFICER


Learner name(CAPS):

TECHNICAL ASSESSMENT 4 8 N/A1. Accuracy of rhythm 2. Accuracy of pitch 3. Accuracy of intonation 4. Use of Expression 5. Timing & Pulse 6. Confidence NB: The Bandmaster is to assess each category numbered 1 – 6. For non-tuned percussionists categories 2 and 3 are Not Applicable (N/A).

PRACTICAL ASSESSMENT 4 8

Has the learner performed four pieces of music to an audience accurately with a sense of style?

Ensemble Leader/Bandmaster/VQ Officer comments/feedback:


Date:

Assessor signature:

“I confirm that I have witnessed the performances and given feed-

back.” Date:



UNIT 6 Working as a Musical Ensemble

UNIT 6 Working as a Musical EnsembleLearning Outcome 1: Know the roles and responsibilities of members of musical ensembles

To achieve this section of your BTEC you must already be an active member of an Ensemble. This can be a Cadet Force Band, School Orchestra, or Choir etc. CVQO will receive confirmation of your Ensemble activities from your Organisation.

U6 Task 1 AC 1.1: Identify roles and responsibilities of members of musical ensembles

a. What is the ensemble of which you are an active member?

b. Identify THREE different roles you would find in your ensemble.

1.

2.

3.

c. For EACH of the THREE roles you have given above, list FIVE responsibilities associated with each role.

Role 1 Role 2 Role 31. 1. 1.

2. 2. 2.

3. 3. 3.

4. 4. 4.

5. 5. 5.


2016 Page |17

Learning Outcome 2: Be able to prepare for performances as part of an ensemble

U6 Activity 1 AC 2.1: Demonstrate some of the processes required in the effective preparation of musical performances, as a member of a musical ensemble

You will be observed by your Ensemble Staff and assessed whilst participating in rehearsals. During rehearsals you will need to show the following:

a. Demonstrate musical and technical control of your instrument or voice. b. Identify areas for technical and musical improvement during rehearsals. c. Demonstrate some of the processes required for an effective preparation of an ensemble

performance.



VQF 642March 2016

ENSEMBLE REHEARSAL PRACTICAL ASSESSMENTBTEC Level 2 Diploma in Music for Practical Performance



Learner name(CAPS):

PRACTICAL ASSESSMENT 4 8

Did the learner demonstrate musical and technical control of their instrument or voice?Did the learner identify areas for technical and musical improvement during rehearsals?Did the learner demonstrate some of the processes required for an effective preparation of an ensemble performance?

Ensemble Leader/Bandmaster/VQ Officer comments/feedback:


Date:

Assessor signature:“I confirm that I have witnessed the rehearsal and given feedback.”

Date:



2016 Page |19

Learning Outcome 3: Be able to present effective ensemble performances

U6 Activity 2 AC 3.1: Demonstrate the musical presentation and musical communication skills required in ensemble performance

You may have already passed this criteria by achieving any of the qualifications or proficiencies as detailed in TABLE A below. This is because you will already have learnt and demonstrated the following:

MUSICAL SKILLS Accuracy of pitch, rhythm, intonation and timing Balance and blend between instruments and/or voices Musicality and Expression Maintaining a pulse

PRESENTATION SKILLS Stage Presence Projection Communicating with an audience

ENSEMBLE SKILLS Working with a Conductor, Leader, Drum Major Working as a team

If you have not achieved any of the below, you MUST pass the CVQO Ensemble Performance Assessment found on the next page. Your Ensemble Leader, Bandmaster or VQ Officer will assess you. You must provide an Audio Visual (AV) recording of you performing in an ensemble. This can be a DVD, website link or digital recording. The performance must be given in front of an audience, and should contain a minimum of two pieces.

The table below will give you an indication of whether you have achieved a Pass already, but remember – you MUST advise CVQO of your ensemble participation.

TABLE A

PASS PASS

SCC SCC Band Proficiency/Public Performance in a Unit Band/ Ensemble

School or Community Choir/Band/Ensemble

Participate in live performances

ACF ACF 2 Star Band/ACF 2 Star P&D Syllabus/Public Performance in a Detachment Band/Ensemble

GCSE Music Grade D or higher

CCF As per SCC/ACF/ATC or Public Performance in a Contingent Band

Scottish Credit and Qualifications Framework

National 5

ATC ATC Band Proficiency/Public Performance in a Squadron Band/ Ensemble

AS or A Level Music Achieved



VQF 643March 2016

ENSEMBLE PERFORMANCE PRACTICAL ASSESSMENTBTEC Level 2 Diploma in Music for Practical Performance



Learner name(CAPS):

The learner must achieve at least five of the skills below with at least one in each section.TECHNICAL ASSESSMENT 4 OR 8

Musical Skills

Accuracy of pitch, rhythm, intonation and timingBalance and blend between instruments and/or voicesMusicality and ExpressionMaintaining a pulse

Presentation SkillsStage presenceProjectionCommunicating with an audience

Ensemble SkillsWorking with a Conductor/Leader/Drum MajorWorking as a team

PRACTICAL ASSESSMENTHas the learner demonstrated the musical presentation and musical communication skills required in an ensemble performance?

Ensemble Leader/Bandmaster - Comments and feedback:


Date:

Assessor signature:“I confirm that I have witnessed the performance and given feedback”

Date:



2016 Page |21

Learning Outcome 4: Be able to demonstrate employability skills through participation in musical ensemble activities

U6 Activity 3 AC 4.1: Demonstrate appropriate employability skills in musical ensemble activities

You will need to demonstrate to your Ensemble Leader or Bandmaster that you possess various team working skills when working as part of an Ensemble. These are called ‘Employability Skills’. You will be assessed throughout your ensemble activities and will need to sign the Practical Assessment Marksheet on the next page before sending your completed Workbook to CVQO.

To pass this activity you will need to demonstrate at least FIVE Employability Skills

Good timekeeping Respect for others’ opinions Positive attitude Being supportive of others Focus Reliability Enthusiasm Responding to feedback Motivation Taking advice/direction Making a contribution to set tasks Negotiation through reasoned argument



VQF 644March 2016

EMPLOYABILITY SKILLS PRACTICAL ASSESSMENT BTEC Level 2 Diploma in Music for Practical Performance



Learner name(CAPS):

The learner must achieve at least five of the following skills:Employability Skill 4 OR 8 Employability Skill 4 OR 8

Good timekeeping Respect for others’ opinions Positive attitude Being supportive of others

Focus Negotiation through reasoned argument

Enthusiasm Responding to feedback Motivation Taking advice/direction Making a contribution to set tasks Reliability

Ensemble Leader/Bandmaster/VQ Officer - Comments and feedback:


Date:

Assessor signature:“I confirm that I have witnessed and assessed this learner working as part of an ensemble, and given feedback.”

Date:


UNIT 11 Rehearsal Techniques for Musicians

2016 Page |23

UNIT 11 Rehearsal Techniques for MusiciansLearning Outcome 1: Know about the rehearsal process for musicians

U11 Task 1 AC 1.1: Identify the issues you might expect to find during the rehearsal process

a. The table below lists SIX issues you need to consider when organising a rehearsal. You need to decide whether each one is a Practical Issue, Musical Issue or Technical Issue by ticking the relevant box.

Practical Musical Technical 1. Selecting the music

2. Time Management

3. Health and Safety (Risk Assessments)

4. Booking the venue

5. Difficult musical passages/parts

6. Availability of equipment/personnel

b. Explain what could go wrong in rehearsals if you ignored any of the Practical, Musical and Technical issues above?

Practical issues:

Musical issues:

Technical issues:



Learning Outcome 2: Know how to find solutions to issues arising during the rehearsal process

U11 Task 2 AC 2.1: Identify solutions to issues arising during rehearsals

What would your solutions be to the problems that you have identified in Task 1?

Practical problem solutions:

Musical problem solutions:

Technical problem solutions:


2016 Page |25

Learning Outcome 3: Understand how to evaluate progress against targets

U11 Task 3 AC 3.1: Provide records of rehearsals that describe how progress has been made against set targets

c. Using the tables below, make a list of THREE different SMART targets that you want to achieve. • Table 1 – For you as an individual musician/singer.• Table 2 – For your section.• Table 3 – For your full ensemble. Your three targets do not have to relate to each other.

TABLE 1 - My INDIVIDUAL SMART target.

Specific

Measurable

Attainable

Relevant

Timely

TABLE 2 - My SECTION SMART target.

Specific

Measurable

Attainable

Relevant

Timely

TABLE 3 - My ENSEMBLE SMART target.

Specific

Measurable

Attainable

Relevant

Timely



d. Using the following templates, write a report of TWO rehearsals describing what progress you made towards achieving each of your three targets above. These rehearsals do not have to be consecutive.

Rehearsal 1. Date:

Target 1 – INDIVIDUAL:

Target 2 – SECTION:

Target 3 – ENSEMBLE:

Rehearsal 2. Date:

Target 1 – INDIVIDUAL:

Target 2 – SECTION:

Target 3 – ENSEMBLE:


2016 Page |27

Learning Outcome 4: Be able to demonstrate technical and musical control of an instrument within a group

U11 Activity 1 AC 4.1: Demonstrate technical and musical control of an instrument during the rehearsal process

U11 Activity 1 AC 4.2: Identify areas for technical and musical improvements during the rehearsal process

To achieve the above criteria you will need to participate in rehearsals where you will be observed and assessed by your ensemble staff.

During rehearsals you will need to show the following:

a. Demonstrate musical and technical control of your instrument or voice. b. Identify areas for technical and musical improvement.



VQF 645March 2016

REHEARSAL PARTICIPATION PRACTICAL ASSESSMENT BTEC Level 2 Diploma in Music for Practical Performance



Learner name(CAPS):

PRACTICAL ASSESSMENT 4 OR 8Did the learner demonstrate musical and technical control of their instrument or voice Did the learner identify areas for technical and musical improvement during rehearsals



Date:

Assessor signature:“I confirm that I have witnessed this learner in rehearsals and given feedback.” Date:


UNIT 16 Investigating an Area of Music

2016 Page |29

UNIT 16 Investigating an Area of MusicLearning Outcome 1: Be able to plan an investigation, taking deadlines into account

U16 Task 1 AC 1.1: Produce a proposal identifying the choice of methodology, detailing timelines for the investigation

• You must research and give a presentation on a music related topic of your choice. • The format can be a lecture, demonstration or a presentation. You can use PowerPoint or

another electronic format. • The format must be relevant to your research and presentation topic.

a. What is your topic of Research and Presentation?

b. Why did you choose it?

c. Timelines. How long do you estimate that it will take you to:

Find out the information that you think you will need?

Decide what material to use and what to discard?

Put the information in a logical order?

Complete final write up and prepare presentation?

Rehearse your presentation?



Learning Outcome 2: Be able to carry out an investigation into an area of music

U16 Task 2 AC 2.1: Identify information from a range of sources

Identify and explain FOUR different sources you are using to gather information from and indicate whether each is a primary (first hand) or a secondary (reported) source.

Source 1: * Primary/Secondary source

Information gathered:







*Delete as applicable


2016 Page |31

Learning Outcome 3: Know the nature of information and whether it is reliable and valid

U16 Task 3 AC 3.1: Identify the validity of the information used

From the list of sources you gave in Task 2, select which you think are the best THREE and explain:

• How reliable you think the information is?• Why you are choosing to use it?

Source 1:

Source 2:

Source 3:



Learning Outcome 4: Be able to present the results of an investigation into an area of music in an appropriate way

U16 Activity 1 AC 4.1: Demonstrate comprehension of the topic area showing reference to sources and suitability of presentation format

To achieve this criteria you need to deliver a presentation to an audience on the topic that you specified in task 1.

• Your presentation must be a minimum of FIVE minutes long and, will be observed and assessed by your Ensemble Leader, Bandmaster or VQ Officer.

You must:

• Use a suitable format. • Show an understanding of your chosen topic. • Demonstrate use of appropriate resources.• Give reference to sources of your information.


2016 Page |33

VQF 646March 2016

PRESENTATION PRACTICAL ASSESSMENTBTEC Level 2 Diploma in Music for Practical Performance



Learner name(CAPS):

Presentation topic:

PRESENTATION 4 OR 8Presentation format:

Was it suitable?Learner demonstrated knowledge and understanding of the topic:Resources used:

Learner demonstrated use of appropriate resources?Reference to sources of information given:



Date:

Assessor signature:“I confirm that I have witnessed the presentation and given feedback.”

Date:



You Are Now Ready To Submit Your Workbook.

You Are Now Ready To Submit Your Workbook. Your Checklist:

Practical Performance Have you included or sent to CVQO:

DVD of Ensemble (Unless you are exempt from this assignment) DVD of Solo Performance (Unless you are exempt from this assignment)

Practical Assessments

Have you signed your Practical Assessment Marksheets?

Learner Declaration

Have you signed and dated your Learner Declaration?

Have you also remembered to tell us of all your musical achievements, performances you have given and courses you have completed relating to the CVQO Music Exemption Matrix?

Contact your VQ Officer who will inform CVQO.

Notes

2016 Page |35

Notes

CVQO, 3 ARCHIPELAGO, LYON WAY, FRIMLEY, CAMBERLEY, SURREY GU16 7ER Tel: 01276 601709 | [email protected] | www.cvqo.org

Charity Registered in England & Wales No. 1115234 Charity Registered in Scotland No. SC039261 Company Registered in England & Wales No. 5736932

All material contained in this Workbook is copyright CVQO Ltd.

Users may make one copy or download once for personal use, but must not distribute or reproduce its content without the prior written consent of CVQO. It may not be reproduced under any circumstances by any other Educational Establishment, BTEC Delivery Centre or Commercial Organisation without the

express permission of CVQO.

Copyright © CVQO 2016

Music Workbook third edition March 2016

btec level 2 diploma in music - 1406 (spalding)...

Documents