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?
Apply safe voice practices
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Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech Completed |
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Apply correct physical posture and stance to enhance efficient breathing and voice production Completed |
Evidence:
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Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing Completed |
Evidence:
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Perform relaxation and warm-up routines suitable for the voice in performance Completed |
Evidence:
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Follow procedures to minimise environmental impact on the environment Completed |
Evidence:
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Follow OHS procedures Completed |
Evidence:
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Practise technical control and vocal range
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Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation Completed |
Evidence:
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Explore personal potential by practising intricate arrays of singing sound through technical speech and voice exercises Completed |
Evidence:
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Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range Completed |
Evidence:
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Enhance vocal technique, harmony, accuracy and strength through regular practice Completed |
Evidence:
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Perform notes, chords and tetrachords of a major scale and its modes
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Determine the characteristics of a style or piece of music in terms of the way that musical elements are combined and manipulated or interpreted through voice and body movements Completed |
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Develop a repertoire of basic music knowledge and appreciation to identify particular styles of composition and sounds Completed |
Evidence:
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Read and interpret a set of notes in treble and bass clef and notes performed through singing Completed |
Evidence:
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Identify a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music and reproduce through sound Completed |
Evidence:
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Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals Completed |
Evidence:
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Play rhythmic music on percussion instruments
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Apply understanding of the relationships between the physical body, voice, posture and playing musical instruments when producing sound and singing Completed |
Evidence:
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Identify the physical characteristics and parts of conventional and non-conventional percussion instruments and how they produce sound Completed |
Evidence:
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Determine the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance Completed |
Evidence:
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Maintain and care for instruments and store according to manufacturer requirements Completed |
Evidence:
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Prepare the physical environment, instruments and voice in preparation for practice and performance Completed |
Evidence:
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Implement a plan to develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments Completed |
Evidence:
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Sing in ensemble and solo
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Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble Completed |
Evidence:
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Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments Completed |
Evidence:
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Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs Completed |
Evidence:
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Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound Completed |
Evidence:
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Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance outcomes Completed |
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