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
What evidence can you provide to prove your understanding of each of the following citeria?
Clarify composition requirements
|
|
Consult with relevant people to identify purpose of composing songs or musical pieces Completed |
Evidence:
|
Identify musical styles, elements and forms/structures that might suit the purpose of the composition Completed |
Evidence:
|
Discuss with relevant people how unconventional approaches might be applied Completed |
Evidence:
|
Identify the range of instruments and playing techniques to suit the purpose of compositions Completed |
Evidence:
|
Discuss with relevant people the accepted conventions and formats for the final presentation of a song or musical piece Completed |
Evidence:
|
Agree on format for final presentation of songs or musical pieces Completed |
Evidence:
|
Compose melodies
|
|
Apply standard melody conventions to compositions as required Completed |
Evidence:
|
Identify climax points, harmonies and intervals to be used in the songs or musical pieces Completed |
Evidence:
|
Align lyrics with the starting points, climaxes and cadence points of a song’s melody as required Completed |
Evidence:
|
Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece Completed |
Evidence:
|
Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece Completed |
Evidence:
|
Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece Completed |
Evidence:
|
Review musical work in progress
|
|
Use critical listening to evaluate and adjust own work Completed |
Evidence:
|
Use aural imagination to experiment with and manipulate musical elements as required Completed |
Evidence:
|
Seek feedback on work in progress from relevantpersonnel and refine compositions accordingly Completed |
Evidence:
|
Discuss with relevant people how aural perception skills were applied to improve compositional outcomes Completed |
Evidence:
|
Finalise compositions
|
|
Apply copyright notice to the composition Completed |
Evidence:
|
Present compositions in agreed format Completed |
Evidence:
|