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?
Develop musical direction skills
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Critically research scores and performances with musical possibilities and outcomes in mind Completed |
Evidence:
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Explore approaches in a range of art forms for their potential to assist with developing own musical direction skills Completed |
Evidence:
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Participate in formal and informal learning experiences for own artistic and professional development Completed |
Evidence:
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Explore cultural contexts and contemporary issues for their potential effect on own work Completed |
Evidence:
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Plan work opportunities in line with career goals and artistic aspirations Completed |
Evidence:
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Evaluate own work critically for overall achievement and use the opinions of others judiciously Completed |
Evidence:
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Maintain a broad and current knowledge of the music industry through formal and informal means Completed |
Evidence:
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Prepare performance programs
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Discuss vision for programs and expected performance outcomes with relevant personnel Completed |
Evidence:
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Discuss and confirm casting with producers to ensure appropriate repertoire decisions Completed |
Evidence:
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Ensure that repertoire selected is appropriate to the skill level of performers and for the performance occasion Completed |
Evidence:
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Where possible, ensure that selected repertoire provides specific development possibilities for performers Completed |
Evidence:
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Ensure that advice and feedback are sought, evaluated and incorporated into selection of repertoire and overall program Completed |
Evidence:
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Communicate final musical vision positively and clearly to promoters, producers and performers Completed |
Evidence:
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Prepare to rehearse performance programs
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Ensure that resources required for rehearsals are obtained and available in a timely fashion Completed |
Evidence:
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Plan specific techniques to assist communication with performers and ensure optimum learning of the program Completed |
Evidence:
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Assess musical and technical aspects of the repertoire to determine how they might affect rehearsals Completed |
Evidence:
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Prepare repertoire to ensure that the performance shape and vision can be achieved with the performers within the allocated rehearsal time Completed |
Evidence:
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Consider the possibilities of the musical style and the potential for drawing out the music's expressive qualities in own preparation for conducting Completed |
Evidence:
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Plan strategies to meet potential technical and artistic challenges while ensuring efficient use of rehearsal time Completed |
Evidence:
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Finalise rehearsal schedule
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Clearly communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation Completed |
Evidence:
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Clearly communicate details of responsibility for equipment, instruments and accessories and venue for each rehearsal to relevant personnel, allowing time for compliance Completed |
Evidence:
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Ensure that sufficient rehearsal time is allocated to the repertoire to achieve agreed outcomes Completed |
Evidence:
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Anticipate problems that might arise in relation to rehearsal schedule and plan accordingly Completed |
Evidence:
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Direct rehearsals
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Apply listening skills to ensure that individual and collective tuning is accurate Completed |
Evidence:
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Use body effectively to give clear directions for structure, beat, entry cues, dynamics, colour and expression Completed |
Evidence:
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Recognise and work with the collective and individual skills of performers Completed |
Evidence:
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Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence Completed |
Evidence:
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Communicate criticism of performers' work in a balanced and supportive manner Completed |
Evidence:
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Evaluate rehearsals
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Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes Completed |
Evidence:
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Document the outcome of debriefing sessions according to enterprise procedures Completed |
Evidence:
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Reflect on own performance as rehearsal leader and note areas for improvement Completed |
Evidence:
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Respond appropriately to peer feedback on quality of rehearsal performances and processes Completed |
Evidence:
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