VET in VCE Music Exam Review

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VET in VCE Music Exam Review. Certificate III in Music CUS30109 Certificate III in Technical Production CUS30209. Certificate III in Music CUS30109. This is a Performance Exam worth 50% of the students study score. - PowerPoint PPT Presentation

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VET in VCE Music Exam ReviewCertificate III in Music CUS30109Certificate III in Technical Production CUS30209Welcome to the Webinar on Preparing students for the VET VCE Music exams.The information presented is derived from the VCAA Chief assessors report which is available on the VCAA website.The comments are also based on previous experience as an assessor and current teacher of these programs.

The first 18 slides review the relevant criteria against which assessors will be awarding marks during the performance exam for Certificate III in Music.The following 16 slides review the content that has been used to create questions for the aural and written components of the Certificate III in Technical Production.

Pt 2. Delivery and assessment tools 2011Copyright 2010 PKY Media Pty Ltd1

Certificate III in Music CUS30109This is a Performance Exam worth 50% of the students study score.Assessors are looking for levels of competency relevant to the following Units of Competency:- CUSMPF301A Develop technical skills in performance- CUSMPF402A Develop and maintain stagecraft skillsAnd either of the following units of competency- CUSMPF406A Perform music as a soloistOrCUSMPF404A Perform music as part of a group

Specific information from VCAA can be found at http://www.vcaa.vic.edu.au/Pages/vet/programs/music/examsmusic.aspxApply knowledge of genre to music makingDevelop improvisation skills are not assessed in the exam

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Certificate III in Music CUS30109Assessment Marking

Pre 2012: 7 Criteria marked out of 5Post 2012: 10 Criteria marked out of 10Range of 5-7 is expected level for Certificate IIIAbove 7 is outstanding levelUp until 2011, Assessors had 7 criteria on which to give a score of up to 5. In 2012 this was changed to 10 criteria and Assessors now mark students with a score of up to 10 for each.

If students score in the 5 7 range, they are regarded as having achieved what would normally be expected of a competent student for a Certificate III level.

Above 7 is regarded as outstanding and beyond the expected outcomes. 3

Certificate III in Music CUS30109Assessment Criteria

The 10 criteria are outlined in the VCAA documentation available from the website.

The next 10 slides provide teachers with some guidance based on COSAMP staff experience in relation to each criterion.

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Certificate III in Music CUS30109Criterion 1: Compliance with the requirements of the task

Construction of groups meet the appropriate requirements. Read the specific requirements of group structure which may include teachers (max of 2) and/or non-VCE or VET persons (max of 4 in total)

A student playing in multiple presentations is assessed in their FIRST group / solo

Assessed singers maintain active contribution to the performance

Criterion 1: Compliance with the requirements of the task

Ensure that construction of groups meet the appropriate requirements. Read the specific requirements of group structure which may include teachers (max of 2) and/or non-VCE or VET persons (max of 4 in total)

Make sure that a student playing in multiple presentations is assessed in their FIRST group before playing in any other group as a support musician.

Ensure assessed singers maintain active contribution to the performance, even when not singing playing hand percussion, performing actions, dancing or other staging elements.

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Certificate III in Music CUS30109Criterion 1: Compliance with the requirements of the task

Only assessed performers adjust equipment, lighting, sound, troubleshoot during the assessment. Other school personnel (teachers, students, parents, etc) may contribute to the setup and sound check Assessed students take care during setup, as not to injure themselves or suffer undue stressStudents have access to replacement parts for their instrument.

Ensure only assessed performers adjust equipment, lighting, sound, troubleshoot during the assessment. Other school personnel (teachers, students, parents, etc) may contribute to the setup and sound check for the performance in the allowable 30 minutes of setup time. But once the setup is complete, these personnel may not be in the room for the performance/assessment. Ensure assessed students take care during setup, as not to injure themselves or suffer undue stress. Make sure a suitable list of equipment needs is drawn up well before the performance day and that all equipment is in good working order PA systems, lights, music stands, microphones, tuners, instrument accessories (plectrums, reeds, strings, drum sticks, etc) and suitable spares are available if needed.

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Certificate III in Music CUS30109Criterion 1: Compliance with the requirements of the task

Non-assessed support musicians contribute only in a support role. Students are assessed on all the instruments they present at the exam. Assessors are instructed to assess on the WHOLE performance of each student being assessed. (Confirmed by Glenn Martin at VCAA September 2013)

Criterion 1: Compliance with the requirements of the task

Ensure that non-assessed support musicians contribute only in a support role. Major leadership of the group, lead breaks and other such roles are the responsibility of the assessed students. Students are assessed on all the instruments they present at the exam. Many students think that versatility is the ability to play more than one instrument. It is important to appreciate that the assessment may be diminished if the students performance on a second instrument is not presented with the same level of proficiency as their main instrument.

Assessors are instructed to assess on the WHOLE performance of each student being assessed.

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Certificate III in Music CUS30109Criterion 1: Compliance with the requirements of the task

The Industry Focus statement should includea generic band context statementthe specific performers contribution to the presentation the specific instrument(s) the performer is using to contribute to the performanceexplanation of how their staging craft will contribute to the performance Give the assessor something meaty against which to award marks. They are looking for direction from the student.

Criterion 1: Compliance with the requirements of the task

The Industry Focus statement should includea generic band context statementthe specific performers contribution to the presentation (leader, main rhythm manager, main improviser, providing melody support, main vocalist, etc)the specific instrument(s) the performer is using to contribute to the performanceexplanation of how their staging craft will contribute to the performance (dancing, movement, costume, make-up, lighting, various effects, etc)

Give the assessor something meaty against which to award marks. They are looking for direction from the student8

Certificate III in Music CUS30109Criterion 1: Compliance with the requirements of the task

OH&S principle to keep in mind are:Leads taped downNo drinks on stageTripping hazards removedUse of guitar stands for instrument changeoversHigh / extreme volume levels are to be minimised. If high volume or tonal levels are required for stylistic quality, hearing protection needs to be evidently used.Posture during performance, includingover-use of movements like head-banging,extremely low-slung guitars,slouching,vocal placement, screeching/growling affecting voice quality over time

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Certificate III in Music CUS30109Criteria 2 & 3: Performing with accuracy & control Potential expressiveness and versatility of instruments

Concerns that have been expressed previously include:Unsuitable key for vocalistsLack of vocal intonation. Use of insubstantial percussion. Criteria 2 & 3: Performing with accuracy & control Potential expressiveness and versatility of instruments

Concerns that have been expressed previously include:Unsuitable key for vocalists. Make sure that songs are transposed suitably so vocalists are not disadvantaged by singing in their boots or screeching and straining to reach notes outside their natural range.Lack of vocal intonation. Ensure vocalists diction is appropriate, their pitch is suitable and interval singing has been given due attention.Use of insubstantial percussion. Students should rehearse their use of hand percussion and give due attention to their detail. As an example, poor tambourine playing reflects badly on the presentation and indicates lack of preparation.

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Certificate III in Music CUS30109Criteria 2 & 3: Performing with accuracy & control Potential expressiveness and versatility of instruments

The presentation reflects a full years study, Accurate tuning of instrument. Possibly a small riff or lick between songs could be created which enables musicians to check their tuning and adjust as required.Performing on more than one instrument is not necessarily a demonstration of versatilityCriteria 2 & 3: Performing with accuracy & control Potential expressiveness and versatility of instruments

Make sure that the presentation reflects a full years study, not just put together in the last couple of weeks. Many students have introduced a song with a comment that it was composed recently. This reflects poorly on the level of commitment to a full years study.Inaccurate tuning of instrument. All musicians should make sure their instruments are well tuned before the assessment commences. If the instrument goes out of tune during the performance, a short break to check tuning between songs could be appropriate. Possibly a small riff or lick between songs could be created which enables musicians to check their tuning and adjust as required.Versatility across multiple instruments. Performing on more than one instrument is not necessarily a demonstration of versatility and some students would be well advised to focus on being versatile on their main instrument.

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Certificate III in Music CUS30109Criteria 4 & 5: Use of Musical elements & phrasing/shaping

Most areas of specialisation include some variety of rhythms, time signatures, beat patterns, rhythmic styles, scales, chord sequences and music systems. Issues noted by VCAALack of focus in the area of specialisation Variety was not explored thoroughly. Full program of works in 4/4 time, Most songs employing a simple chord progression in a major or harmonic minor key,Exploring songs within the same style or area that use different beat groupings or compound time, Explore songs with a variety of keys and more unusual chord progressions, Criteria 4 & 5: Use of Musical elements & phrasing/shaping

Most areas of specialisation include some variety of rhythms, time signatures, beat patterns, rhythmic styles, scales, chord sequences and music systems. Few students scored full marks in this criterion as there was either a lack of focus in the area of specialisation or, if there was a focused area, the variety was not explored thoroughly. Many performers played a full program of works in 4/4 time, with most songs employing a simple chord progression in a major or harmonic minor key (I-V-vi-VI progressions, for example), without exploring songs within the same style or area that use different beat groupings or compound time, a variety of keys and more unusual chord progressions,

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Certificate III in Music CUS30109Criterion 6: Creativity, Individuality & originality

This criterion is not necessarily articulated as presentation of original material.Assessors are looking forInteresting, well conceived interpretationsCreative arrangementsOriginal works demonstrating sound knowledge of song structure, harmony and lyric writingIndividuality and creativity are underpinned by strong technical skillsColour their presentation with their own personalities and musical interpretations. Avoid copying a performance recorded by professional acts or recreating songs from recordings.

Criterion 6: Creativity, Individuality & originality

This criterion is not necessarily articulated as presentation of original material.Assessors are looking forInteresting, well conceived interpretationsCreative arrangementsOriginal works demonstrating sound knowledge of song structure, harmony and lyric writingIndividuality and creativity are underpinned by strong technical skillsStudents need to demonstrate they know their musical program so well, as to colour their presentation with their own personalities and musical interpretations. Students should avoid copying a performance recorded by professional acts or recreating songs from recordings.

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Certificate III in Music CUS30109Criterion 7: Group / Solo performance

The assessors need to hear each student being assessed. Volume levels are affected by balance, tone, arrangement and voicing

Two musicians may NOT copy the same part The rules clearly state one performer per musical part.Criterion 7: Group / Solo performance

The assessors need to hear each student being assessed. During rehearsals and setup time for the assessment, teachers need to work with students so they learn how to assess their volume levels. Volume levels are affected by balance, tone, arrangement and voicing (including guitarists moving between clean and distortion)Two musicians may NOT copy the same part chords, voicings and similar tonal settings. For example, it can be impossible for assessors to distinguish between two guitarists playing identically. The rules clearly state one performer per musical part.

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Certificate III in Music CUS30109Criterion 7: Group / Solo performance

Good coordination between members of a group is required:Introductions to the presentationMusical introsMoving in and out of lead breaksFollowing and supporting as requiredOutro and ending of each song in the performanceSuitable ending to the whole presentationConsistent posture/action/movement indicating a high level of interaction between members of the groupBacking tracks for vocalists need consistent and suitable sound quality. Poor backing track quality can detract from the ability of the vocalist to place their voice, pitch and volume levels appropriately.

Criterion 7: Group / Solo performance

Good coordination between members of a group is required:Introductions to the presentationMusical introsMoving in and out of lead breaksFollowing and supporting as requiredOutro and ending of each song in the performanceSuitable ending to the whole presentationConsistent posture/action/movement indicating a high level of interaction between members of the groupBacking tracks for vocalists need consistent and suitable sound quality. A recording which has been filtered to remove the vocals can produce a backing track which is less than desirable. It is important that backing tracks for vocalists are of a consistent quality....

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