Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.
Required skills
communication skills to:
discuss aspects of music theory, such as:
accent
metre
tempo
rhythm
respond appropriately to feedback on own skill development
initiative and enterprise skills to:
make connections between music and movement
apply critical listening skills
engage in a creative thinking process
learning skills to increase aural recognition of variety of musical forms
teamwork skills to work collaboratively with others involved in dance activities.
Required knowledge
well-developed knowledge of:
music and dance terminology
choreographic devices
working knowledge of music from a range of cultural contexts, such as:
classical music
folk music
Indigenous music
popular music
theatrical music
world music
social contexts of musical and dance performances
basic composition forms, including variations in the format of notation used
theories on rhythmic and structural composition.
The range statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Bold italicised wording, if used in the performance criteria, is detailed below. Essential operating conditions that may be present with training and assessment (depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts) may also be included.
Signs used to interpret: | rhythm of musical pieces, including: bar lines dots note durations rests ties time signatures pitch of musical pieces, including: accidentals clefs key signatures ledger lines lines and spaces of the stave melodic motifs and phrases melody lines position of notes on the staves. |
Directions and markings may include: | ornamentation phrasing and expression special effects speed volume. |
Musical stylesmay include: | traditional music of any culture European classical all contemporary musical styles, including: country folk jazz popular world all other musical styles, genres or traditions. |
Relevant personnel may include: | choreographers community members critics directors elders manager mentors performers musicians reviewers supervisor. |
Cultural contextsmay include: | classical music folk music Indigenous music popular music theatrical music world music. |
Aspectsmay include: | dynamics or volume instrumental or vocal styles of playing instruments or voices used structure and form of the music texture and tone or colours. |
Aspects of musical forms may include: | accent metre rhythm tempo. |
Accompanying sound sourcesmay include: | Indigenous rhythmic devices, such as clap sticks instrumental accompaniment live performances orchestral accompaniment prepared music recorded music vocal accompaniment. |
Performancesmay be: | live recorded. |
Choreographic devicesmay include: | canon fugue inversion repetition retrograde rondo theme and variation. |
Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.
Observation Checklist