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2016 FCJ111 Music Technology Projects 2 C O N S E R V A T O R I U M o f M U S I C Faculty of Arts FCJ111 Music Technology Projects 2 Full Year 2016 Unit Outline Unit Coordinator: Dr D Carter CRICOS Provider Code: 00586B

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Page 1: FCJ111 Music Technology outline 2016 - University …€¦ · 4.$Complete$music$technology$projects$autonomously$andcollaboratively$ ... (*Hurdle!Tasks)! ... !improperly!disadvantages!any!other!student.!!!

2016 FCJ111 Music Technology Projects 2

C O N S E R V A T O R I U M o f M U S I C

Faculty of Arts

FCJ111 Music Technology Projects 2

Full Year 2016

Unit Outline

Unit Coordinator: Dr D Carter

CRICOS Provider Code: 00586B

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Contact Details: UTAS Information Unit web site URL http://www.utas.edu.au/music/utas-­college Campus Hobart, Conservatorium of Music Unit Coordinator Dr David Carter E-­mail [email protected] Phone UTAS – 6226 7359;; 6226 7356 Other Teaching Staff Mr Rob Long, Mr Brian West Other Teaching Staff Contact [email protected] 6226 7336 Individual College information

Teacher E-­mail Phone All students are issued with a university e-­mail address upon enrolment. It is important that UTAS College students become familiar with and check their UTAS e-­mail on a regular basis, as it is the means through which final results are disseminated. Students who have a personal e-­mail account can arrange for the university e-­mail to be forwarded to their private account. NB: Students are advised that they must read the unit outline thoroughly. Ignorance of its content is not an acceptable excuse for any missed assessment, assignment, or deadline as stated in the unit outline. © The University of Tasmania, 2016 Contents Unit Details 3 Unit Description 3 Intended learning outcomes 3 Graduate Quality Statement 4 Specific Attendance Requirements 4 Assessment Details 4 Areas of Study 5 Requests for Extensions 5 Late Work Penalties 5 How your final result is determined 6 Moderating of Standards 6 Review of Results 6 Intellectual Property 6 Academic Referencing 6 Academic Misconduct 7 Workplace Health and Safety (WHS) 7 Appendix A – FCJ110/111 Assessment Rubric 8

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Unit Details

Unit code FCJ111 Unit title Music Technology Projects 2 Teaching staff Dr David Carter (Unit Co-­ordinator), Rob Long (Associate Lecturer, College

Liaison & Assessment) Course Bachelor of Musical Arts (13N) Campus & mode Hobart, internal Unit weight 25% Teaching pattern Timetabled weekly classes;; totalling the equivalent of a TCE pre-­tertiary ‘C’

course over the course of the school/college year. This unit is designed to be delivered as 3 x 90 minute classes a week modelling a TCE Pre-­tertiary C syllabus.

Pre-­requisites Successful completion of FCJ110 Music Technology Projects 1 Mutual exclusions Nil Special notes This is a ‘Full University Unit’ (see http://www.utas.edu.au/access-­participation-­

and-­partnerships/ucp for more information). When successfully completed, this unit will attract Pre-­Tertiary status, ATAR and 15 TCE points. Final result/mark for study in this unit is available through the university student ‘portal’ (go to: http://www.utas.edu.au/students/estudent and click on Login to the new eStudent). You will need your university User Name and Password to do this. Students who do not meet the standard required for a pass result or higher will be withdrawn from the course without academic penalty – a failure (NN) award is not recorded on their university transcript. NB: Students should take careful note of examination dates and not involve themselves in outside activities during these periods. Permission to undertake extra-­curricular activities during assessment tasks weeks will not normally be granted.

Further information

The Conservatorium Library is available to college students enrolled in this FCJ111 course. For more information on Conservatorium of Music UTAS College courses see: http://www.utas.edu.au/music/utas-­college

Unit Description

Music Technology Projects 2 is a year 12 UTAS College course designed to consolidate and build upon existing knowledge and experience gained in the prerequisite FCJ110 course. You will develop an awareness of what is required for musical expression utilising a range of music technologies, as well as how and why this might be achieved at a professional level. Using industry standard audio design tools, you will engage in problem-­based learning requiring you to analyse, experiment with, reflect on, revise and develop your craft and skill as music technologists.

Intended learning outcomes

At the completion of the unit, you will have: 1. An understanding of sound creation and manipulation relevant to Tertiary level entrance requirements;; 2. Familiarity with professional tools and development of skill sets relevant to the field;; 3. A refined understanding of, and ability to apply, appropriate standards for the delivery of music technology

projects;; 4. Consolidated organisational skills to support the realisation of required project briefs as both an individual

and as a member of a production team.

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Graduate Quality Statement

Successful completion of this unit supports your development of course learning outcomes, which describe what a graduate of a course knows, understands and is able to do. Course learning outcomes are available from the Course Coordinator. Course learning outcomes are developed with reference to national discipline standards, Australian Qualifications Framework (AQF), any professional accreditation requirements and the University of Tasmania’s Graduate Quality Statement. The University of Tasmania experience unlocks the potential of individuals. Our graduates are equipped and inspired to shape and respond to the opportunities and challenges of the future as accomplished communicators, highly regarded professionals and culturally competent citizens in local, national, and global society. University of Tasmania graduates acquire subject and multidisciplinary knowledge and skills and develop creative and critical literacies and skills of inquiry. Our graduates recognise and critically evaluate issues of social responsibility, ethical conduct and sustainability. Through respect for diversity and by working in individual and collaborative ways, our graduates reflect the values of the University of Tasmania.

Specific Attendance Requirements

You are expected to attend 100% of classes. If you fall below the minimum unexplained attendance requirement of 75%, you will be automatically awarded a non-­numeric NN (fail) or withdrawn from the unit without academic penalty. The University reserves the right to withdraw a student from this unit (without academic penalty) if that student has not demonstrated sufficient engagement with the necessary activities associated with the unit (for example, through lack of required participation, or failure to submit assignments).

Assessment Details

You are required to complete 3 major assessment tasks over the course of the year (see below for list). These tasks require you to respond to ‘project briefs’ within a specific time frame and technical parameters. Your classroom teacher will also engage you in a range of skill and knowledge development tasks over the course of the year. The specific details of each project brief will be set out by your classroom teacher (in consultation with UTAS staff). If you are absent from class it is your responsibility to check with your teacher and ensure the task is understood and completed the by the due date (or seek approval for an extension). Assessment specifics and anticipated dates 1 Module 1 (early April 2016).

• Core Competency activities assessed/check off as satisfactorily completed by the classroom teacher. Other knowledge development activities related to specific modules will be undertaken by teachers throughout the year.

2. Module 2 (June 2016). Conducted by UTAS panel and Classroom Teacher comprising: • One completed project brief selected from Module 2. (30%)

3. Module 3 (Mid-­August 2016). Conducted by UTAS panel and Classroom Teacher comprising: • One completed project brief from Module 3. (40%)

4. Module 4 (End October, early November 2016). Conducted by Classroom Teacher comprising: • One completed project brief from Module 4 (30%). Examples of work from each school/college will be

required to be submitted to UTAS for QA purposes before final mark awarded.

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Assessment Criteria Tasks will be assessed using the rubric (Appendix A), against the following criteria: The degree to which you can:

1. Respond effectively to a Project Brief (10% weighting) 2. Demonstrate knowledge and application of Music Technologies in realising Project Outcomes (30%

weighting) 3. Produce quality Project Outcomes (30% weighting) 4. Complete music technology projects autonomously and collaboratively (5% weighting) 5. Communicate ideas and information (25% weighting)

Areas of Study

In consultation with your teacher, you are required to complete 3 project briefs over the course of the year -­ selecting one each from Modules 2-­4*. All work submitted must be original and created for the purposes of this unit in the current year of study. Work on each project must be documented and regularly sighted throughout its development and signed off (as your work) by your teacher.

Module 3 (Criteria 1, 2, 3, 4 & 5) 40% (select one of the following)

• Multitrack recording(s) • Original Electronic Composition(s)

Module 4 (Criteria 1, 2, 3, 4 & 5) 30% (select one of the following)

• Mixing and Mastering • Sound Design for Vision

*Additional or modified briefs may be developed in consultation with the unit co-­ordinator.

Requests for Extensions

Students seeking an extension to an in-­class assignment or practical project deadline require approval from their teacher prior to the due date. A medical certificate or other documentary evidence will be required. Late Work Penalties Work submitted without an approved extension after the due date will incur a penalty of 10% per day, deducted from the mark awarded up to 5 five days after the due date. No grade will be recorded for work submitted five days or later after the due date.

Module 1 (*Hurdle Tasks) Core Competencies delivered and assessed by the classroom teacher comprising (but not limited to): Workplace Health and Safety, care for and familiarisation with a range of Music Technology equipment, advanced signal path and DAW operation. *Designated set tasks must be satisfactorily completed to qualify for assessment in ongoing Modules. Other knowledge development activities related to specific modules (see below) will be undertaken by teachers throughout the year.

Module 2 (Criteria 1, 2, 3, 4 & 5) 30% (select one of the following)

• Acoustic Ensemble Recording and Mix incorporating Stereo Microphone Techniques • Sampling and MIDI Sequencing (Dance Track)

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How your final result is determined

The final result in the unit is determined by the weightings for prescribed assessment tasks, followed by confirmation that you have met the 75% attendance requirement. This result is determined by a panel of UTAS staff and your classroom teacher.

This process involves: • Internal assessment being provided by your classroom teacher -­ Module 2 and other in-­class assessment

tasks prescribed by the classroom teacher;; • An external component undertaken by members of the Conservatorium staff in conjunction with your

classroom teacher. The AVCC percentage/grading equivalents are used by the University of Tasmania and are as follows: High Distinction 80-­100% Distinction 70-­79% Credit 60-­69% Pass 50-­59% Fail 0-­49%

Moderating of Standards

Teachers of year 11/12 students will be able to access/engage in moderation activities with UTAS staff to ensure standards are communicated and understood by all. UTAS staff regularly visit schools and colleges throughout the course of the year.

Review of Results

Students may request a review of assessment if they believe that the mark awarded does not reflect his or her performance as measured against the stated criteria and standards. Students should contact the Unit Coordinator (in the first instance) in relation to queries about an assessment task. The Unit Coordinator may decide to review the assessment. A student who has first requested a review of assessment of a single assessment task through a Unit Coordinator and still perceives the assessment to be unfair can make a request, in writing, to the Unit Coordinator to have the work marked by a review marker. In such a case, a suitably qualified member of the academic staff will undertake the second marking with reference to the marking criteria. Thereafter, the two markers shall agree to a final mark, that may be lower than the original mark awarded. See the UTAS Assessment Procedures Policy for more information: http://www.utas.edu.au/__data/assets/pdf_file/0011/755435/Assessment-­Procedure-­October-­2015.pdf You may apply for a review of the UTAS component of the final assessment up to 10 working days after the official release of results. The UTAS ‘Application for Review of Assessment’ form can be uploaded from: http://www.studentcentre.utas.edu.au/examinations_and_results/forms_files/ In relation to any internal (school-­based) component of your assessment, you will need to seek a review within your own school/college. Each institution will have their own review procedures of which you will be made aware. Reviews usually take place in the week leading up to the commencement of TQA written examinations.

Intellectual Property

All audio and video materials provided for the completion of Project Briefs have been licensed by UTAS for this purpose, or are available in the public domain. Any unauthorised use of copyright material for any purpose other than study and assessment may result in you being withdrawn from the course. In particular, you may not make your projects available online unless they are entirely original.

Academic Referencing

In your written work you will need to support your ideas by referring to scholarly literature, works of art and/or inventions. It is important that you understand how to correctly refer to the work of others and maintain academic integrity.

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Failure to appropriately acknowledge the ideas of others constitutes academic dishonesty (plagiarism), a matter considered by the University of Tasmania as a serious offence.

For information on presentation of assignments, including referencing styles:

http://utas.libguides.com/referencing

Please read the following statement on plagiarism. Should you require clarification please see your teacher or UTAS unit coordinator.

Academic Misconduct

Academic Misconduct includes cheating, plagiarism, allowing another student to copy work for an assignment or an examination and any other conduct by which a student:

(a) seeks to gain, for themselves or for any other person, any academic advantage or advancement

to which they or that other person are not entitled;; or (b) improperly disadvantages any other student.

For more information regarding referencing, academic integrity and plagiarism see: http://www.utas.edu.au/students/plagiarism/. Students engaging in any form of academic misconduct may be excluded from continuing in the course.

Plagiarism

Plagiarism is a form of cheating. It is taking and using someone else's thoughts, writings or inventions and representing them as your own;; for example, using an author's words without putting them in quotation marks and citing the source, using an author's ideas without proper acknowledgment and citation, copying another student's work. If you have any doubts about how to refer to the work of others in your assignments, please consult your lecturer or tutor for relevant referencing guidelines, and the academic integrity resources on the web at: http://www.academicintegrity.utas.edu.au/

The intentional copying of someone else’s work as one’s own is a serious offence punishable by penalties that may range from a fine or deduction/cancellation of marks and, in the most serious of cases, to exclusion from a unit, a course or the University.

The University and any persons authorised by the University may submit your assessable works to a plagiarism checking service, to obtain a report on possible instances of plagiarism. Assessable works may also be included in a reference database. It is a condition of this arrangement that the original author’s permission is required before a work within the database can be viewed.

Workplace Health and Safety (WHS)

The University is committed to providing a safe and secure teaching and learning environment. In addition to specific requirements of this unit you should refer to the University’s policy at: http://www.utas.edu.au/__data/assets/pdf_file/0003/267258/WHS-­Policy.pdf

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Appendix A – FCJ110/111 Assessment Rubric

CRITERION 1 (Weighting 10%) Respond Effectively to a Project Brief

FAIL 0–49

PASS 50–59

CREDIT 60–69

DISTINCTION 70-­79

HIGH DISTINCTION 80-­100

The submitted work: • Has not sufficiently responded to the supplied brief. • Is missing too many listed requirements to enable a satisfactory outcome.

The submitted work: • Responds to, and delivers on sufficient elements of brief enabling a satisfactory outcome to be produced.

• One or more elements of the brief that have not been addressed impacted on the integrity of the outcome in an obvious manner.

The submitted work: • Responds to, and delivers on many elements of the supplied brief and its intent.

• One or more elements of the brief that have not been addressed, which has impacted on the integrity of the outcome in a minimal way.

The submitted work: • Responds to, understands, and delivers on most elements, steps and processes of the supplied brief.

• Any missed elements do not impact on the integrity of the intended outcome.

The submitted work: • Shows a comprehensive understanding, and meets all requirements, of the supplied brief in an effective and considered manner.

Missed the point! Mostly ‘gets it’. Pretty well got it! Missed something.

Mostly correct, pretty good.

Really understands, met all requirements.

Unpacking Criterion 1 • A ‘brief’ is an assessment task presented as a scenario/client request/problem that needs to be addressed or solved by the student. • This criterion is mostly about the ‘process’, following a set of instructions and delivering upon requirement. • There is a requirement to analyse, understand and respond to the specific requirements outlined in the project brief. • Was the task clearly understood? • Were all directions/requirements followed accurately?

CRITERION 2 (Weighting 30%) Demonstrate Knowledge and Application of Music Technologies in realising Project Outcomes

FAIL 0–49

PASS 50–59

CREDIT 60–69

DISTINCTION 70-­79

HIGH DISTINCTION 80-­100

Within context of the supplied brief the student: • Demonstrates little or inconsistent applied knowledge of required music technologies.

Within context of the supplied brief the student: • Demonstrates sufficient and mostly appropriate applied knowledge through the use of music technologies to complete the project.

Within context of the supplied brief the student: • Demonstrates consistent applied knowledge through appropriate use of music technologies to complete the project.

Within context of the supplied brief the student: • Demonstrates thorough applied knowledge through appropriate use of music technologies to complete the project.

Within context of the supplied brief the student: • Demonstrates thorough applied knowledge and higher order thinking through appropriate use of music technologies to complete the project.

Unsatisfactory Satisfactory Good – but not great Excellent Work Exceptional Work Unpacking Criterion 2 • Students are required to use/apply in an appropriate manner their knowledge of music technologies, experience and creativity to ‘shape’ and produce a project outcome as per requirement outlined in the relevant Project Brief.

• The product (or outcome) in itself is not sufficient evidence of depth of knowledge or how and why a student has applied knowledge and techniques. This is to be evidenced/demonstrated clearly through both the interview and/or written report in conjunction with the project outcome/product.

Continued over page

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CRITERION 3 (Weighting 30%) Produce Quality Project Outcomes

FAIL 0–49

PASS 50–59

CREDIT 60–69

DISTINCTION 70-­79

HIGH DISTINCTION 80-­100

Within context of the supplied brief the presented outcome:

• Exhibits too many deficiencies and omissions to be considered successful.

Within context of the supplied brief the presented outcome: • Is satisfactory but has scope for further development.

• Exhibits several deficiencies and/or obvious issues but the overall intention and integrity of the project outcome is evidenced in some manner.

Within context of the supplied brief the presented outcome: • Is successful with some flaws.

• Deficiencies may be obvious in context of the final work but do not detract heavily on the integrity and overall quality of the outcome.

• Demonstrates evidence of limited yet effective experimentation.

Within context of the supplied brief the presented outcome: • Is of good quality and effectively uses a wide range of techniques.

• May contain a few flaws that do not audibly detract from the integrity and overall quality of the outcome. • Was enhanced through a range of effective experimentation.

Within context of the supplied brief the presented outcome: • Is polished and of superior quality, clearly demonstrating highly effective use of a wide range of techniques and experimentation.

• May contain inaudible deficiencies that do not impact on the outcome or evidence inconsistent application of relevant technique.

Unsatisfactory Satisfactory Good – but not great Very Good Work – Solid effort

Excellent Work

Unpacking Criterion 3 • The focus is producing an ‘outcome’ or audio product as laid out/prescribed in the project brief. • ‘Major deficiencies’ may include: audible clipping/distortion, obvious artefacts (for example -­ poor time stretching), poor edits, inappropriate use of EQ or processing or microphone technique.

• ‘Minor deficiencies’ may include: mix balance issue, tonal inconsistency, stylistically inappropriate use of effect/processing, hums/buzzes that are not obvious in context, poorly laid out session file.

• Experimentation would commonly involve trialling a range of settings or techniques to create a particular effect, realise a vision for the product or to enhance the final quality of outcome. Elements that contribute to a quality audio product may include (but are not limited to):

§ balance and timbre of components appropriate to genre/style § panning, spacial and depth considerations § appropriate (and sometimes) creative use of EQ, time based effects and dynamic processors § the ability (in some projects) to compare and relate an outcome to a suitable ‘reference’ track or product.

Continued over page

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CRITERION 4 (Weighting 5%) Complete Music Technology Projects Autonomously and Collaboratively

FAIL 0–49

PASS 50–59

CREDIT 60–69

DISTINCTION 70-­79

HIGH DISTINCTION 80-­100

Within context of engaging in and completing class

activities the student:

Within context of completing a Project Brief or related class activities the student:

Within context of completing a Project Brief or related class activities the student:

Within context of completing a Project Brief or related class activities the student:

Within context of completing a Project Brief or related class activities the student:

• Lacks the organisational and time management skills to meet agreed deadlines and outcomes.

• Presents class assignment work that is not of acceptable standard or has not met communicated requirements.

• Lacks accountability.

• Possesses and applies the organisational and time management skills to meet agreed deadlines and outcomes some of the time.

• Presents class assignment work that is generally of satisfactory standard. • Occasionally lacks focus and the ability to keep on task.

• Possesses and applies the organisational and time management skills to meet agreed deadlines and outcomes most of the time.

• Presents good quality class assignment work.

• Rarely lacks focus and the ability to keep on task.

• Consistently demonstrates the organisational and time management skills to meet agreed deadlines.

• Presents very good quality class assignment work. • Maintains focus and has the ability to keep on task and motivate self to achieve goals most of the time.

• Demonstrates high order organisational, time management skills and flexibility to meet agreed deadlines.

• Presents class assignment work of an excellent standard. • Demonstrates maximum efficiency and a high level of focus and productivity to achieve goals.

• Consistently requires assistance, support and guidance, unable or unwilling to adapt to changed requirements.

• Frequently requires assistance and guidance to focus on the task. Regularly requires clarification of roles and responsibilities. • Can adapt to some changed requirements.

• Requires some assistance and guidance to clarify and meet roles and responsibilities. • Acts upon advice and can adapt to most changed requirements.

• Works effectively with limited supervision and guidance. Seeks, evaluates and acts upon advice. • Can adapt to changed requirements.

• Requires minimal assistance and guidance. Evaluates and acts/adapts quickly and effectively to advice and any changed requirements.

• Consistently fails to meet agreed group norms and time frames. • May be a distraction to others. Inactive in class, often unresponsive.

• With regular assistance and guidance, meets agreed group/class norms, expectations and timeframes some of the time. • Does not always collaborate freely.

• With occasional assistance and guidance, meets most agreed group/class norms, expectations and timeframes.

• Collaborates well on most occasions.

• With minimal assistance, consistently meets agreed group norms and time frames demonstrating commitment to and support for quality group/class outcomes.

• Willingly collaborates.

• Is self-­directed and not reliant on external assistance. Always meets agreed group norms and time frames demonstrating commitment to and support for quality group/class outcomes. • Responds to and interacts freely with peers. Great ‘team’ player. Contributes positively, presents ideas and reliably follows instructions.

• Leadership potential is evident, but doesn’t expect or demand to be in control.

Poor Satisfactory Good Very Good Excellent Unpacking Criterion 4 • Attendance and punctuality as required by school policy and teacher (and how this may affect understanding, focus, work flow). • Preparedness for, and willingness to work. • Ability to adapt to changed conditions (change of routine) • Setting realistic goals, demonstrate effective time and resource management. • Be aware of and meet deadlines, be accountable. • Preparedness to ask for, evaluate and act upon advice and/or direction from others. • Patience, persistence and a willingness to solve problems and meet standards. • Receptive to accepting help from others when necessary. • Ability to make decisions, taking initiative. • Participation, cooperation, respect, encouragement. • Ensure roles and responsibilities are clearly defined and that safe work practices are followed. • Ability to keep focused and on task -­ motivate self (and team) to work towards set goal(s). • Demonstrate a willingness to undertake a leadership role and develop the ability to guide others, delegate responsibilities. • Support the leadership of others.

Continued over page

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CRITERION 5 (Weighting 25%) Critique and Reflect

FAIL 0–49

PASS 50–59

CREDIT 60–69

DISTINCTION 70-­79

HIGH DISTINCTION 80-­100

Project Brief Report and/or Assessment Interview:

Project Brief Report and/or Assessment Interview:

Project Brief Report and/or Assessment Interview:

Project Brief Report and/or Assessment Interview:

Project Brief Report and/or Assessment Interview:

• Was not submitted and/or was poorly articulated / communicated.

• In part describes the intent, process and challenges encountered. Some ‘generalised’ and unsupported comments evident.

• With some level of clarity, describes the intent, process and challenges encountered. Justification & rationale is evident in parts and mostly well supported.

• Has clear intent. Choices and processes are nearly always well articulated and supported throughout.

• Efficiently and clearly describes intent. Choices and processes are well articulated and supported throughout.

• Does not reflect meaningfully on the outcome.

• Reflects on the outcome in a narrow/limited manner.

• Reflects on the process and outcome with some depth and consideration.

• Reflects deliberately on process and challenges encountered. Critiques the outcome with some depth and consideration.

• Articulately reflects on process and challenges encountered. Rigorously critiques the outcome with depth and consideration.

• Insufficient or inaccurate information is provided or considerable further elaboration still required.

• Some accurate and appropriate information is provided. Technical vocabulary is limited. Some elaboration may still be required.

• Much of the information is relevant, appropriate and correct. Appropriate use of technical vocabulary. Some elaboration may still be required.

• Most information is relevant, appropriate, and correct. Technical vocabulary well developed. Little elaboration required.

• Most Information is relevant, appropriate, correct and very clear. Fluent use of technical language and terminology. Very little, if any, elaboration required.

• In interview, unable to demonstrate DAW workflow or studio signal path/technical processes when requested.

• In interview, able to demonstrate some DAW workflow or studio signal path/technical processes when requested. A level of uncertainty and lack of confidence may be evident.

• In interview, able to demonstrate DAW workflow or studio signal path/technical processes when requested with reasonable accuracy and confidence.

• In interview, able to demonstrate DAW workflow or studio signal path/technical processes when requested with considerable confidence and accuracy.

• In interview, able to demonstrate/clarify DAW workflow or studio signal path/technical processes when requested showing solid understanding with total confidence and accuracy.

Unpacking criterion 5 • Project Brief questions/focus points are addressed (in chosen presentation format) demonstrating critical reflection, substantiation and detail, depth of consideration, correct and appropriate use of audio/music technology terminology and concepts.

• Ability to articulate and justify choices and decisions when/where required. • Ability to demonstrate DAW and studio processes/skills when requested (interview situation). • How information (verbal and/or written) is presented (use of language, presentation is considered, coherent & organized).