List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Plan and implement individual and small group tuition programs | 1.1 Develop learning programs that incorporate sound educational principles 1.2 Assist learners to develop listening skills 1.3 Assist learners to develop skills in the craft of music composition 1.4 Assist learners to develop confidence in applying their music knowledge to the process of composition 1.5 Assist learners to develop creative potential |
2. Assist learners to explore electronic methods of composition | 2.1 Encourage learners to use industry current hardware and software as compositional tools 2.2 Confirm learners have access to electronic media and studios when composing 2.3 Encourage learners to participate in electronic media and technology forums and organisations 2.4 Provide learners with mentoring or other opportunities that will allow them to develop skills in composition using electronic media |
3. Facilitate learners’ professional development | 3.1 Advise learners on how to record and present creative ideas through performance 3.2 Assist learners to develop critical self-reflection skills, and advise them on how to develop realistic career plans 3.3 Assist learners to understand the function and context in which work is being created 3.4 Provide learners with opportunities to consider audience needs and tastes 3.5 Advise learners on the typical requirements of a compositional brief, and how to respond to these requirements |
Evidence of the ability to:
demonstrate high level music composition skills and knowledge
plan and offer learning programs appropriate to the needs of learners and their level of musical development
assist learners to develop music literacy and aural skills relevant to music composition
assist learners to develop music composition skills using electronic media
provide assistance and advice to support learners’ professional development.
Note: If a specific volume or frequency is not stated, then evidence must be provided at least once.
To complete the unit requirements safely and effectively, the individual must:
describe the elements of good teaching practice, including:
learning principles appropriate to age of students
methods to affect skill development
strategies to stimulate an interest in learning
relationship between skill levels and learning strategies
techniques to help develop learners’ creative potential
outline relevant music knowledge in their area of specialisation, including:
interpreting music in performance
improvisation conventions
sight reading from charts or musical notation
appropriate repertoire
musical terminology
musical genres and styles
solo and group performance protocols
composition process
describe the different sources of career advice
explain the operational principles for a range of industry current hardware and software applications that are used as compositional tools.
Assessment must be conducted in a safe environment where evidence gathered demonstrates consistent performance of typical activities experienced in creative arts industry environments. The assessment environment must include access to:
industry current compositional hardware and software
electronic media and studios
relevant composition equipment
learners of different ages and musical knowledge/performance levels
appropriate teaching facilities.
Assessors of this unit must satisfy the requirements for assessors in applicable vocational educational and training legislation, frameworks and/or standards.