workbook 1 - cvqo...2 this workbook is for you to submit your answers for the written tasks required...

BTEC LEVEL 2 Music for Practical Performance

You must complete and return this workbook to CVQO for marking.

1 Workbook

VQ

NAME:

UNIT:

CVQO REF:

ACADEMIC YEAR 2020-21

SUBMISSION

DEADLINE:

6 months from yo

ur

enrolment date

Approved Centre from Pearson

Tutor Notes This version is for the learner’s work only. CVQO assessment forms are included in the workbook for information only.

If a CVQO assessment is to be used, the tutor or assessor must use the relevant form by downloading from the tutor area in Moodle, or from the tutor resource memory stick, or from the Downloads area of CVQO Online.

Fully completed assessment forms are to be retained at the unit for verification by the CVQO Regional Manager. Achievements should be entered for the learner’s record in CVQO Online.

Learner Notes This e-workbook is for electronic completion only. When completed, it must be submitted by uploading into your Moodle account. It can only be accepted this way as this will be the learner declaration that the submission is your own work.

This replaces the requirement for signatures.

Edexcel approved centre. Centre number 01383

2

This workbook is for you to submit your answers for the written tasks required for Unit 1, 2, 3 and 6. Further instructions are contained in the Learning Guide, which you should use to help you learn and understand how to complete the tasks.

Work in this book is either a TASK or an ACTIVITY. Each is headed as follows:

The Unit TASK or ACTIVITY Assessment CriterionExample: U1 Task 1 AC 1.1

GLOSSARYThe following command words introduce the different tasks in this workbook and their meanings are given below:

Command verbs Description

Carry out Complete a task or activity.

Communicate Give, receive and share information.

Demonstrate Apply skills in a practical situation or show an understanding of the topic.

Describe Give a clear description that includes all the relevant features. Think of it as ‘painting a picture with words’.

Design To make or draw plans for something.

Evaluate To judge or calculate the quality, importance, amount, or value of something.

Identify Point out or chose the right one or give a list of the main features.

List Provide the information in a list rather than in continuous writing.

Monitor To keep watching or noticing particular things.

Outline Write a clear description, but not a detailed one.

Participate To take part, be or become actively involved in something.

Review Look back over the topic or activity.

ICONS

Icon legend Description

LOLearning outcome – each unit has a series of learning outcomes, which indicate the knowledge you are expected to show when you complete the accompanying tasks and/or activities

Task – this requires you to complete a written response

Activity – this requires you to complete a practical activity

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3

WORKING IN THE MUSIC INDUSTRY

Uni

t 1

Learning Outcome 1 Know different types of organisations in the music industry. LO

U1 Task 1 AC 1.1 Describe an organisation’s function and relation to other areas of the music industry.

a. Select one organisation from TABLE A and tick the corresponding box. Write a short description of the function of your chosen organisation.

TABLE A: Types of organisations in the music industry

Record labelBroadcasting (TV and radio)

Stage hire company

HM Forces Band Service

Professional ensemble*

Concert promoter

Performing Rights Society (PRS)

Artists agency Musicians union

*Choir, band, orchestra, etc.

Description:

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b. Describe how your chosen organisation relates to two other types from TABLE A.

Type 1:

Description:

Type 2:

Description:

Learning Outcome 2 Know job roles in the music industry.LO

U1 Task 2 AC 2.1 Describe a job role from the performance area of employment.

Listed below are some of the PERFORMANCE jobs available in the music industry. Tick one box from TABLE B and write a description of the performance role you have chosen.

TABLE B: Performance roles in the music industry

Musician (instrumentalist)

HM Forces musician/piper/drummer/bugler

Vocalist

Choirmaster Conductor Pipe major

Drum major Accompanist

4 AY 2020/21

U1 Task 3 AC 2.2 Compare the job role from the performance area of employment to other roles within the industry.

Description:

Briefly describe two similarities and two differences between your chosen performance role and two other performance roles.

Role 1:

Similarities 1.

2.

Differences

1.

2.

Role 2:

Similarities 1.

2.

Differences

1.

2.

5

Working in the music industry

Uni

t 1

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6

U1 Task 4 AC 2.3 Describe a job role from a different area of employment within the music industry.

Listed below are some of the different non-performance based roles you can find in the music industry. Tick one box from TABLE C and write a short description of your chosen non-performance role.

TABLE C: Types of non-performance based roles in the music industry

HM Forces director of music Composer/arranger Music librarian

Music teacher Sound recording CD manufacturer Event manager

Description:

U1 Task 5 AC 2.4 Describe how the job role relates to other roles within the industry.

Describe how your chosen non-performance role relates to two other roles from TABLE B or TABLE C.

Role 1:

Description:

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7

Working in the music industry

Uni

t 1

Role 2:

Description:

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PROFESSIONAL DEVELOPMENT IN THE MUSIC INDUSTRY

Uni

t 2

Learning Outcome 1 Know career and progression opportunities within the music industry.LO

U2 Task 1 AC 1.1 Identify the training and experience required for a career path in the music industry.

8

a. Select a role from the list below and write it in the box.

Musician (instrumentalist) Music event manager ChoirmasterMusic librarian Vocalist Composer/arrangerConductor Music teacher Sound recordingHM Forces musician/piper/drummer/bugler

Chosen role

Is this a performance or a non-performance role?

b. Identify THREE training requirements and THREE types of experience that would be required for the job role that you have chosen above.

Training required

1.

2.

3.

Experience required

1.

2.

3.

AY 2020/21

Learning Outcome 2 Be able to design and monitor an appropriate professional development plan. LO

9

U2 Task 2 AC 2.1 Design an appropriate professional development plan that identifies current skill levels and sets targets.

a. Think about your current performance role and the skills this requires.

• Select from the list below FOUR SKILLS AND QUALITIES* that you consider are important to your role.

• Rate each of the four skills and qualities according to your ability.

• Give each of the four skills and qualities a priority for development for success.

* SKILLS AND QUALITIES Practical performance Determination Commitment Individual practice Pride in appearance Play well in a group Motivation Communication

Your current performance role

Skills and qualities I

consider to be important

My ability rating My priority for development of this skill

I do this well

OK but I need more practice

I cannot do this

Very important

Quite important

Not important

Professional development in the music industry

Uni

t 2

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10

b. Give two realistic short-term improvements (2-3 months) and two long-term targets you would like to achieve.

Short term improvements Long term targets

1. 1.

2. 2.

U2 Task 3 AC 2.2 Monitor a professional development plan, identifying progress towards targets.

You will need to look back at the short-term improvements and long term targets you set yourself in your development plan.

• You must review the plan twice.

a. Review 1

Have you achieved your short-term improvements?

Have you achieved your long-term targets?

Yes No Yes No

1. 1.

2. 2.

b. From your review,identify the progress you have made so far.

Progress:

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11

Professional development in the music industry

Uni

t 2

c. Review 2

Yes No N/A

Have the outstanding short term improvements from Review 1 now been achieved?

Have the outstanding long term targets from Review 1 now been achieved?

d. Identify the progress you have made during the period of these two reviews.

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12

PLANNING AND CREATING A MUSIC PRODUCT

Uni

t 3

Learning Outcome 1 Know how to carry out the planning requirements for the creation of a music product.LO

U3 Task 1 AC 1.1 Identify the necessary planning requirements for the creation of a music product.

SCENARIOFor your BTEC qualification, you are required to plan and prepare for a specific musical event in which your ensemble could participate. You will not be assessed on your musical ability in this task, but on your approach to the whole planning process and how you communicate with others.

Outline your project plan for your musical event in the boxes below.

Type of musical event and performance

Musical programme:

Type of audience:

Venue:

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Marketing:

Rehearsal schedule:

Costs/budget:

U3 Task 2 AC 1.2 Identify material and/or equipment suitable for the creation of a music product.

List the material and equipment required for your event project plan.

Planning and creating a music product

Uni

t 3

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14

Learning Outcome 2 Be able to take part in the developmental processes for a music product.LO

U3 Activity 1 AC 2.1 Carry out a role in the development process for a music product, showing a grasp of the task requirements.

AC 2.2 Communicate with other team members and/or event personnel as appropriate.

You will be interviewed by your ensemble leader/bandmaster/VQ officer regarding the planning requirements, your role in the development process and your communication

with the team.

The VQF 640 assessment mark sheet on the following page will be completed by your ensemble leader/bandmaster/VQ officer during the interview.

YOU MUST SIGN THE MARKSHEET.

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15

VQF 640Academic Year 2018-19

BTEC Level 2 Music for Practical Performance Interview Marksheet

FOR COMPLETION BY THE ENSEMBLE LEADER/BANDMASTER

CVQO registration number VQ

Learner name (CAPS)

INVOLVEMENT AND UNDERSTANDING 4 OR 8a. Did the learner carry out a role in the development process for their Event showing a

grasp of the task requirements?

COMMUNICATIONb. Did the learner communicate with other team members and/or event personnel as

appropriate?

Ensemble leader/bandmaster/VQ officer comments and feedback:

Learner signature“I confirm that I have read and understand the feedback given to me”

Date

Tutor signature“I confirm that I have witnessed the instruction and given feedback”

Date

Tutor name (CAPS)

Event Planning Practical Assessment

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16

Learning Outcome 3Know the purpose of the planning and preparation process in relation to the creation of a music product.

LO

U3 Task 3 AC 3.1 Identify opportunities for improvement through evaluating the planning and preparation processes.

Evaluate the event you participated in taking into account all the different processes you were involved in. Give two examples of what you felt went well and two examples of what could be improved upon.

What went well? WHY?

1.

2.

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17

What could be improved upon? HOW?

1.

2.

Planning and Creating a Music Product

Uni

t 3

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18

WORKING AS A MUSICAL ENSEMBLE

Uni

t 6

Learning Outcome 1 Know the roles and responsibilities of members of musical ensembles.LO

U6 Task 1 AC 1.1 Identify roles and responsibilities of members of musical ensembles.

To achieve this section of your BTEC you must already be an active member of an ensemble. This can be a cadet force band, school orchestra, or choir etc. CVQO will receive confirmation of your ensemble activities from your organisation.

a. Name the ensemble which you are an active member of and specify the type of ensemble, e.g.: Band/choir/orchestra/etc.

b. Identify TWO different roles you would find in your ensemble.

1.

2.

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19

Learning Outcome 2 Be able to prepare for performances as part of an ensemble.LO

U6 Activity 1 AC 2.1 Demonstrate some of the processes required in the effective preparation of musical performances, as a member of a musical ensemble.

You will be observed by your ensemble staff and assessed while participating in rehearsals. During rehearsals you will need to show the following:

a. Demonstrate musical and technical control of your instrument or voice.

b. Identify areas for technical and musical improvement during rehearsals.

c. Demonstrate some of the processes required for effective planning and preparation of an ensemble performance.

Working as a musical ensemble

Uni

t 6

c. For EACH of the TWO roles you have given above, list FIVE responsibilities associated with each role.

Role 1 Role 2

1. 1.

2. 2.

3. 3.

4. 4.

5. 5.

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20


ENSEMBLE REHEARSAL PRACTICAL ASSESSMENTBTEC Level 2 Music for Practical Performance



Learner name (CAPS)

PRACTICAL ASSESSMENT 4 8Did the learner demonstrate musical and technical control of their instrument or voice?

Did the learner identify areas for technical and musical improvement during rehearsals?

Did the learner demonstrate some of the processes required for an effective preparation of an ensemble performance?



Date

Tutor signature“I confirm that I have witnessed the rehearsal and given feedback.”

Date

Tutor name (CAPS)

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21

Working as a musical ensemble

Uni

t 6

Learning Outcome 3 Be able to present effective ensemble performances. LO

U6 Activity 2 AC 3.1 Demonstrate the musical presentation and musical communication skills required in ensemble performances.

You may have already passed this criteria by achieving any of the qualifications or proficiencies as detailed in TABLE A below. This is because you will already have learnt and demonstrated the following:

MUSICAL SKILLS

• Accuracy of pitch, rhythm, intonation and timing

• Balance and blend between instruments and/or voices

• Musicality and expression

• Maintaining a pulse

PRESENTATION SKILLS

• Stage presence

• Projection

• Communicating with an audience

ENSEMBLE SKILLS

• Working with a conductor, leader, drum major

• Working as part of a team

If you have not achieved any of the below, you MUST pass the CVQO Ensemble Performance Assessment found on the next page. Your ensemble leader, bandmaster or VQ officer will assess you. You must provide an audio visual (AV) recording of you performing in an ensemble. This can be a DVD, website link or digital recording. The performance must be given in front of an audience, and should contain a minimum of two pieces.

AY 2020/21

The following table will give you an indication of whether you have achieved a pass already, but remember – you MUST advise CVQO of your ensemble participation.

Table A

PASS PASS

SCC

SCC Band Proficiency/public performance in a unit band/ ensemble

School or community choir/band/ensemble

Participate in live performances

ACF

ACF 2 Star Band/ACF 2 Star P&D syllabus/Public performance in a detachment band/ensemble

ATC

ATC Band Proficiency/Public performance in a squadron band/ ensemble

CCF

As per SCC/ACF/ATC or public performance in a contingent band

22 AY 2020/21

23


ENSEMBLE PERFORMANCE PRACTICAL ASSESSMENTBTEC Level 2 Music for Practical Performance



Learner name (CAPS)

The learner must achieve at least five of the skills below with at least one in each section.

TECHNICAL ASSESSMENT 4 OR 8

Musical skills

Accuracy of pitch, rhythm, intonation and timing

Balance and blend between instruments and/or voices

Musicality and expression

Maintaining a pulse

Presentation skills

Stage presence

Projection

Communicating with an audience

Ensemble skillsWorking with a conductor/leader/drum major

Working as a team

PRACTICAL ASSESSMENTHas the learner demonstrated the musical presentation and musical communication skills required in an ensemble performance?



Date

Tutor signature“I confirm that I have witnessed the performance and given feedback”

Date

Tutor name (CAPS)

AY 2020/21

24

Learning Outcome 4 Be able to demonstrate employability skills through participation in musical ensemble activities.

LO

U6 Activity 3 AC 4.1 Demonstrate appropriate employability skills in musical ensemble activities.

You will need to demonstrate to your ensemble leader or bandmaster that you possess various team-working skills when working as part of an ensemble. These are called ‘employability skills’. You will be assessed throughout your ensemble activities and will need to sign the Practical Assessment Marksheet on the next page before sending your completed workbook to CVQO.

To pass this activity you will need to demonstrate at least FIVE employability skills Good timekeeping Respect for others’ opinions Positive attitude Being supportive of others Focus Reliability Enthusiasm Responding to feedback Motivation Taking advice/direction Making a contribution to set tasks Negotiation through reasoned argument

AY 2020/21

25


EMPLOYABILITY SKILLS PRACTICAL ASSESSMENT BTEC Level 2 Music for Practical Performance

FOR COMPLETION BY THE VQ OFFICER/ENSEMBLE LEADER/BANDMASTER


Learner name (CAPS)

The learner must achieve at least five of the following skills:

Employability skill 4 OR 8 Employability skill 4 OR 8Good timekeeping Respect for others’ opinions

Positive attitude Being supportive of others

Focus Negotiation through reasoned argument

Enthusiasm Responding to feedback

Motivation Taking advice/direction

Making a contribution to set tasks Reliability

Ensemble leader/bandmaster/VQ officer - comments and feedback:


Date

Tutor signature

“I confirm that I have witnessed and assessed this learner working as part of an ensemble, and given feedback.”

Date

Tutor name (CAPS)

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26

ARE YOU READY TO SUBMIT YOUR WORKBOOK?

YOUR CHECKLIST:

Have you completed all of the tasks? (Remember, you need all of these units to achieve an extended certificate)

Have you digitally signed your practical assessment mark sheets?

Have you filled in your details on the front of the book?

Have you also remembered to tell us of all your musical achievements, performances you have given and courses you have completed?

When completed, it must be submitted by uploading into your Moodle account.

It can only be accepted this way as this will be the learner declaration that the submission is your own work.

AY 2020/21

All material contained in this workbook is copyright CVQO Ltd.

Users may make one copy or download once for personal use, but must not distribute or reproduce its content without the prior consent of CVQO. It may not be reproduced under any circumstances by any other Educational Establishment, BTEC Delivery Centre or Commercial Organisation without the express permission of CVQO.

Copyright © CVQO 2020 01276 601701 | [email protected] | www.cvqo.org

Charity Registered in England & Wales No. 1115234 Charity Registered in Scotland No. SC039261 Company Registered in England & Wales No. 5736932

CVQO LTD, 3 Archipelago, Lyon Way, Camberley, Surrey GU16 7ER

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Name: VQ number: Unit: Radio Button 2: OffDescription: Type 1: Description 1: Description 2: Type 2: Description 222: Role 1: Role 2: Similarities 1: R2 Siminarities 1: Differences 1: R2 Differences 1: Similarities 2: R2 Siminarities 2: Differences 2: R2 Differences 2: Description 224: Role 12: R1 Description: Role 22: R2 Description 1: Chosen role: Is this a performance: Training required 1: Experience required 1 : Training required 2: Experience required 2: Training required 3: Experience required 3: Your current performance role: Skills and qualities 1: Skills and qualities 2: Skills and qualities 3: Skills and qualities 4: Skills 1 Radio Button 1: OffSkills 2 Radio Button 1: OffSkills 3 Radio Button 1: OffSkills 4 Radio Button 1: OffSkills 1 Radio Button 2: OffSkills 2 Radio Button 2: OffSkills 3 Radio Button 2: OffSkills 4 Radio Button 2: OffShort term improvements 1: Short term improvements 2: Long term targets 1: Long term targets 2: Short term 1: OffLong term 1: Offshort term 2: OffLong term 2: OffProgress: Review 2 box 1: OffReview 2 box 2: OffIdentify the progress you have made: Type of musical event: musical programme: Type of audience: venue: Marketing: Rehearsal schedule: Cost/Budget: List the materisls and equipment required: VQ number 222: Learner name: Involvement and understanding: OffComunication: OffEnsemble leader comments: Learner signature: Learner signature date: Assessor date: Assessor signature: Assessor name: What went well WHY 1: What went well WHY 2: What could be improved upon HOW 1: What could be improved upon HOW 2: Text Field 60: Text Field 61: Text Field 62: Text Field 63: Text Field 64: Text Field 65: Text Field 66: Text Field 67: Text Field 68: Text Field 69: Text Field 70: Text Field 71: Text Field 72: VQ number 2: Learner name 2: Did the learner demonstrate musical YEs 2: OffDid the learner identify Yes 2: OffDid the learner demonstrate YES 2: OffDid the learner demonstrate musical No 2: OffDid the learner identify NO 2: OffDid the learner demonstrate NO 2: OffFeedback 2: Learner signature 2: Assessor signature 2: Assessor name 2: Learner date 2: Assessor date 2: VQ number 3: Learner name 3: 2: Off4: Off6: Off8: Off10: Off12: Off14: Off16: Off18: Off20: Off3: Off5: Off7: Off9: Off11: Off13: Off15: Off17: Off19: Off21: OffFeedback 3: Learner signature 3: Assessor signature 3: Assessor name 3: Learner date 3: Assessor date 3: VQ number 4: Learner name 4: Learner signature 4: Assessor signature 4: Assessor name 4: Learner date 4: Assessor date 4: feedback 2: 22: Off23: Off24: Off26: Off28: Off30: Off32: Off34: Off36: Off38: Off40: Off42: Off25: Off27: Off29: Off31: Off33: Off35: Off37: Off39: Off41: Off43: Off44: Off45: OffCheck Box 30: OffCheck Box 31: OffCheck Box 32: Off

workbook 1 - cvqo...2 this workbook is for you to submit your answers for the written tasks required...

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