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Evidence Guide: CUALED502 - Provide tuition for composition

Student: __________________________________________________

Signature: _________________________________________________

Tips for gathering evidence to demonstrate your skills

The important thing to remember when gathering evidence is that the more evidence the better - that is, the more evidence you gather to demonstrate your skills, the more confident an assessor can be that you have learned the skills not just at one point in time, but are continuing to apply and develop those skills (as opposed to just learning for the test!). Furthermore, one piece of evidence that you collect will not usualy demonstrate all the required criteria for a unit of competency, whereas multiple overlapping pieces of evidence will usually do the trick!

From the Wiki University

 

CUALED502 - Provide tuition for composition

What evidence can you provide to prove your understanding of each of the following citeria?

Plan and implement individual and small group tuition programs

  1. Develop learning programs that incorporate sound educational principles
  2. Assist learners to develop listening skills
  3. Assist learners to develop skills in the craft of music composition
  4. Assist learners to develop confidence in applying their music knowledge to the process of composition
  5. Assist learners to develop creative potential
Develop learning programs that incorporate sound educational principles

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist learners to develop listening skills

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist learners to develop skills in the craft of music composition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist learners to develop confidence in applying their music knowledge to the process of composition

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist learners to develop creative potential

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist learners to explore electronic methods of composition

  1. Encourage learners to use industry current hardware and software as compositional tools
  2. Confirm learners have access to electronic media and studios when composing
  3. Encourage learners to participate in electronic media and technology forums and organisations
  4. Provide learners with mentoring or other opportunities that will allow them to develop skills in composition using electronic media
Encourage learners to use industry current hardware and software as compositional tools

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Confirm learners have access to electronic media and studios when composing

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Encourage learners to participate in electronic media and technology forums and organisations

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide learners with mentoring or other opportunities that will allow them to develop skills in composition using electronic media

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate learners’ professional development

  1. Advise learners on how to record and present creative ideas through performance
  2. Assist learners to develop critical self-reflection skills, and advise them on how to develop realistic career plans
  3. Assist learners to understand the function and context in which work is being created
  4. Provide learners with opportunities to consider audience needs and tastes
  5. Advise learners on the typical requirements of a compositional brief, and how to respond to these requirements
Advise learners on how to record and present creative ideas through performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist learners to develop critical self-reflection skills, and advise them on how to develop realistic career plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist learners to understand the function and context in which work is being created

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide learners with opportunities to consider audience needs and tastes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise learners on the typical requirements of a compositional brief, and how to respond to these requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Facilitate learners’ professional development

  1. Advise learners on how to record and present creative ideas through performance
  2. Assist learners to develop critical self-reflection skills, and advise them on how to develop realistic career plans
  3. Assist learners to understand the function and context in which work is being created
  4. Provide learners with opportunities to consider audience needs and tastes
  5. Advise learners on the typical requirements of a compositional brief, and how to respond to these requirements
Advise learners on how to record and present creative ideas through performance

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist learners to develop critical self-reflection skills, and advise them on how to develop realistic career plans

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assist learners to understand the function and context in which work is being created

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Provide learners with opportunities to consider audience needs and tastes

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Advise learners on the typical requirements of a compositional brief, and how to respond to these requirements

Completed
Date:

Teacher:		 Evidence:

 

 

 

 

 

 

 

Assessed

Teacher: ___________________________________ Date: _________

Signature: ________________________________________________

Comments:

 

 

 

 

 

 

 

 

Instructions to Assessors

Evidence Guide

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

Required Skills and Knowledge

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.