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Evidence Guide: CUAMPF607 - Lead music rehearsals

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

 

CUAMPF607 - Lead music rehearsals

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

Develop musical direction skills

  1. Research scores and performances with musical possibilities and outcomes in mind
  2. Participate in formal and informal learning experiences for own artistic and professional development
  3. Explore cultural contexts, contemporary issues and other art forms for their potential application in own work
  4. Plan work opportunities in line with career goals and artistic aspirations
Research scores and performances with musical possibilities and outcomes in mind

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Participate in formal and informal learning experiences for own artistic and professional development

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Explore cultural contexts, contemporary issues and other art forms for their potential application in own work

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan work opportunities in line with career goals and artistic aspirations

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare performance programs

  1. Discuss vision for programs and expected performance outcomes with relevant people
  2. Propose repertoire after discussing and confirming casting with producers
  3. Consult appropriate people on repertoire and its suitability to scope, range and capabilities of ensemble instrumentation or vocal ranges of performers
  4. Evaluate feedback, and use it to inform the final selection of repertoire and program
  5. Communicate final musical vision to promoters, producers and performers
Discuss vision for programs and expected performance outcomes with relevant people

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Propose repertoire after discussing and confirming casting with producers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Consult appropriate people on repertoire and its suitability to scope, range and capabilities of ensemble instrumentation or vocal ranges of performers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate feedback, and use it to inform the final selection of repertoire and program

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate final musical vision to promoters, producers and performers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare to rehearse performance programs

  1. Assess musical and technical aspects of the repertoire to determine their effect on rehearsals
  2. Prepare repertoire to ensure that performance shape and vision can be achieved with the performers and within allocated rehearsal time
  3. Confirm that resources required for rehearsals are obtained and available
  4. Plan specific techniques to assist communication with performers, and optimise learning of the program
  5. Develop strategies to meet potential technical and artistic challenges
  6. Evaluate the music and its potential expressive qualities in preparation for own conducting
Assess musical and technical aspects of the repertoire to determine their effect on rehearsals

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Prepare repertoire to ensure that performance shape and vision can be achieved with the performers and within allocated rehearsal time

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Confirm that resources required for rehearsals are obtained and available

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Plan specific techniques to assist communication with performers, and optimise learning of the program

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Develop strategies to meet potential technical and artistic challenges

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate the music and its potential expressive qualities in preparation for own conducting

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Finalise rehearsal schedule

  1. Allocate rehearsal time adequate to the repertoire and to achieve agreed outcomes
  2. Communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation
  3. Communicate details of responsibility for equipment, instruments and accessories, and venue for each rehearsal to relevant personnel
  4. Confirm that relevant work health and safety (WHS), copyright and performing rights requirements are meet
  5. Anticipate problems that might arise in relation to rehearsal schedule, and develop contingency plans
Allocate rehearsal time adequate to the repertoire and to achieve agreed outcomes

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Communicate details of responsibility for equipment, instruments and accessories, and venue for each rehearsal to relevant personnel

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Confirm that relevant work health and safety (WHS), copyright and performing rights requirements are meet

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Anticipate problems that might arise in relation to rehearsal schedule, and develop contingency plans

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Direct rehearsals

  1. Apply listening skills to ensure that individual and collective tuning is accurate
  2. Use body to give clear directions for structure, beat, entry cues, dynamics, colour and expression
  3. Recognise and work with the collective and individual skills of performers
  4. Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence
  5. Provide feedback to develop performers’ work
Apply listening skills to ensure that individual and collective tuning is accurate

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Use body to give clear directions for structure, beat, entry cues, dynamics, colour and expression

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Recognise and work with the collective and individual skills of performers

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Provide feedback to develop performers’ work

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Evaluate rehearsals

  1. Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes, and areas for future improvement
  2. Document the outcome of debriefing sessions according to enterprise procedures
  3. Reflect on own performance as rehearsal leader and others’ feedback, and note areas for future improvement
Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes, and areas for future improvement

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Document the outcome of debriefing sessions according to enterprise procedures

Completed
Date:

Teacher:
Evidence:

 

 

 

 

 

 

 

Reflect on own performance as rehearsal leader and others’ feedback, and note areas for future improvement

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. Develop musical direction skills

1.1 Research scores and performances with musical possibilities and outcomes in mind

1.2 Participate in formal and informal learning experiences for own artistic and professional development

1.3 Explore cultural contexts, contemporary issues and other art forms for their potential application in own work

1.4 Plan work opportunities in line with career goals and artistic aspirations

2. Prepare performance programs

2.1 Discuss vision for programs and expected performance outcomes with relevant people

2.2 Propose repertoire after discussing and confirming casting with producers

2.3 Consult appropriate people on repertoire and its suitability to scope, range and capabilities of ensemble instrumentation or vocal ranges of performers

2.4 Evaluate feedback, and use it to inform the final selection of repertoire and program

2.5 Communicate final musical vision to promoters, producers and performers

3. Prepare to rehearse performance programs

3.1 Assess musical and technical aspects of the repertoire to determine their effect on rehearsals

3.2 Prepare repertoire to ensure that performance shape and vision can be achieved with the performers and within allocated rehearsal time

3.3 Confirm that resources required for rehearsals are obtained and available

3.4 Plan specific techniques to assist communication with performers, and optimise learning of the program

3.5 Develop strategies to meet potential technical and artistic challenges

3.6 Evaluate the music and its potential expressive qualities in preparation for own conducting

4. Finalise rehearsal schedule

4.1 Allocate rehearsal time adequate to the repertoire and to achieve agreed outcomes

4.2 Communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation

4.3 Communicate details of responsibility for equipment, instruments and accessories, and venue for each rehearsal to relevant personnel

4.4 Confirm that relevant work health and safety (WHS), copyright and performing rights requirements are meet

4.5 Anticipate problems that might arise in relation to rehearsal schedule, and develop contingency plans

5. Direct rehearsals

5.1 Apply listening skills to ensure that individual and collective tuning is accurate

5.2 Use body to give clear directions for structure, beat, entry cues, dynamics, colour and expression

5.3 Recognise and work with the collective and individual skills of performers

5.4 Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence

5.5 Provide feedback to develop performers’ work

6. Evaluate rehearsals

6.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes, and areas for future improvement

6.2 Document the outcome of debriefing sessions according to enterprise procedures

6.3 Reflect on own performance as rehearsal leader and others’ feedback, and note areas for future improvement

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. Develop musical direction skills

1.1 Research scores and performances with musical possibilities and outcomes in mind

1.2 Participate in formal and informal learning experiences for own artistic and professional development

1.3 Explore cultural contexts, contemporary issues and other art forms for their potential application in own work

1.4 Plan work opportunities in line with career goals and artistic aspirations

2. Prepare performance programs

2.1 Discuss vision for programs and expected performance outcomes with relevant people

2.2 Propose repertoire after discussing and confirming casting with producers

2.3 Consult appropriate people on repertoire and its suitability to scope, range and capabilities of ensemble instrumentation or vocal ranges of performers

2.4 Evaluate feedback, and use it to inform the final selection of repertoire and program

2.5 Communicate final musical vision to promoters, producers and performers

3. Prepare to rehearse performance programs

3.1 Assess musical and technical aspects of the repertoire to determine their effect on rehearsals

3.2 Prepare repertoire to ensure that performance shape and vision can be achieved with the performers and within allocated rehearsal time

3.3 Confirm that resources required for rehearsals are obtained and available

3.4 Plan specific techniques to assist communication with performers, and optimise learning of the program

3.5 Develop strategies to meet potential technical and artistic challenges

3.6 Evaluate the music and its potential expressive qualities in preparation for own conducting

4. Finalise rehearsal schedule

4.1 Allocate rehearsal time adequate to the repertoire and to achieve agreed outcomes

4.2 Communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation

4.3 Communicate details of responsibility for equipment, instruments and accessories, and venue for each rehearsal to relevant personnel

4.4 Confirm that relevant work health and safety (WHS), copyright and performing rights requirements are meet

4.5 Anticipate problems that might arise in relation to rehearsal schedule, and develop contingency plans

5. Direct rehearsals

5.1 Apply listening skills to ensure that individual and collective tuning is accurate

5.2 Use body to give clear directions for structure, beat, entry cues, dynamics, colour and expression

5.3 Recognise and work with the collective and individual skills of performers

5.4 Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence

5.5 Provide feedback to develop performers’ work

6. Evaluate rehearsals

6.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes, and areas for future improvement

6.2 Document the outcome of debriefing sessions according to enterprise procedures

6.3 Reflect on own performance as rehearsal leader and others’ feedback, and note areas for future improvement

Evidence of the ability to:

identify and implement ways to develop own direction skills

provide musical leadership on at least three occasions, including:

discussing and selecting repertoire and program

completing required preparations for rehearsals

directing performers during rehearsals to achieve performance level required

conduct and document post-rehearsal debriefing sessions to improve performances.

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:

explain factors that inform choice of repertoire and the development of performance programs

describe music knowledge, technical skills and communication skills required to organise and direct music rehearsals

describe issues that typically arise in the context of leading music rehearsals, and explain how they might be overcome

describe work health and safety (WHS) requirements and procedures in relation to conducting and performing.