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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Research scores and performances with musical possibilities and outcomes in mind 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, contemporary issues and other art forms for their potential application in 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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Prepare performance programs
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Discuss vision for programs and expected performance outcomes with relevant people Completed |
Evidence:
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Propose repertoire after discussing and confirming casting with producers Completed |
Evidence:
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Consult appropriate people on repertoire and its suitability to scope, range and capabilities of ensemble instrumentation or vocal ranges of performers Completed |
Evidence:
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Evaluate feedback, and use it to inform the final selection of repertoire and program Completed |
Evidence:
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Communicate final musical vision to promoters, producers and performers Completed |
Evidence:
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Prepare to rehearse performance programs
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Assess musical and technical aspects of the repertoire to determine their effect on rehearsals Completed |
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Prepare repertoire to ensure that performance shape and vision can be achieved with the performers and within allocated rehearsal time Completed |
Evidence:
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Confirm that resources required for rehearsals are obtained and available Completed |
Evidence:
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Plan specific techniques to assist communication with performers, and optimise learning of the program Completed |
Evidence:
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Develop strategies to meet potential technical and artistic challenges Completed |
Evidence:
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Evaluate the music and its potential expressive qualities in preparation for own conducting Completed |
Evidence:
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Finalise rehearsal schedule
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Allocate rehearsal time adequate to the repertoire and to achieve agreed outcomes Completed |
Evidence:
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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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Communicate details of responsibility for equipment, instruments and accessories, and venue for each rehearsal to relevant personnel Completed |
Evidence:
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Confirm that relevant work health and safety (WHS), copyright and performing rights requirements are meet Completed |
Evidence:
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Anticipate problems that might arise in relation to rehearsal schedule, and develop contingency plans 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 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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Provide feedback to develop performers’ work 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, and areas for future improvement 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 others’ feedback, and note areas for future improvement Completed |
Evidence:
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