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Contemporary Music
TQA 2
MSC215110: TQA Level 2, Size Value = 15
The course document
This document contains the following sections:
learning Statement...... 1
course size and c omplexity...... 1
COURSE DESCRIPTION...... 2
Learning OUtcomes...... 2
COURSE Content...... 3
Assessment...... 5
quality assurance processes...... 5
CRITERIA...... 6
STANDARDS...... 6
Qualifications available...... 10
AWARD REQUIREMENTS...... 10
COURSE Evaluation...... 10
COURSE DEVELOPER...... 10
Accreditation...... 11
Version History...... 11
learning Statement
The arts encompass a rich tapestry of creative endeavour across a wide variety of visual and performing arts courses and are an integral and essential component of education. Through undertaking learning in the arts, students develop skills, knowledge and understanding that will enable them to: communicate and cooperate with others; adapt to change; and develop strategies for personal growth. Arts education develops people who are resilient, creative, versatile and self-assured.
Study of arts is a significant means of defining Australian culture and, by their unique nature, the arts enrich the lives of all in our society. A knowledge and understanding of the arts will enable students to participate more effectively in, and contribute to, the diverse aspects of Australian cultural life.
course size and complexity
This course has been assessed as having a complexity level of TQA level 2.
At TQA level 2 the student is expected to carry out tasks and activities that involve a range of knowledge and skills, including some basic theoretical and/or technical knowledge and skills. Limited judgement is required, such as making an appropriate selection from a range of given rules, guidelines or procedures. VET competencies at TQA level 2 are often those characteristic of an AQF Certificate II.
The course has a size value of 15.
course DESCRIPTION
Contemporary Music allows students to develop a range of skills needed to work in the contemporary music industry. Within this course teachers may choose to cover a range of contemporary music idioms and/or styles or narrow the focus down to specializing in one (for example Rock Music, or Jazz).
Study in Contemporary Music (as compared to a more ‘broad-based’ general music course) is focused on musicians working as a unit, where decisions are commonly made by the group, in a collaborative manner (different ethos to other music ensembles with more formalized ‘direction’). The musical focus can also be quite narrow with musicians become proficient in their own selected contemporary style or genre. Contemporary music performances can involve an element of staging and stagecraft – where the visual and entertainment value is an integral part of the performance. Understanding of and familiarity with a range of audio technologies also goes hand in hand with contemporary performance.
The literacy component is usually less broad-based than other music courses. This reflects the way in which many contemporary/popular styles have developed as an aural art form with improvisations and compositions being learned by ear and recorded in a less ‘formalised’ manner. This of course does not preclude contemporary musicians becoming proficient music readers and writers if the desire and need is there and the selected style and course focus demands this.
Students will be involved in learning activities that place emphasis on the following:
- song-writing/contemporary composing and/or arranging and/or improvising
- strategies for performing in and staying together as a group (longevity)
- stagecraft
- increasing familiarity with a range of contemporary audio technologies
- listening to and understanding selected contemporary styles
- understanding how the contemporary music industry operates (including marketing and legal issues).
If a student is studying Contemporary Music and Studies in Music at the same time:
- the student must be enrolled in discrete classes for each course; and
- the content/options selected for study in each course must be different.
learning Outcomes
In undertaking Contemporary Music, students will develop:
- the ability to select, operate, care for and maintain musical and audio equipment/technology associated with contemporary performances
- skills in communicating ideas and information, and working effectively as an individual and with others in groups
- performing proficiency (both individual and as a member of a contemporary group)
- knowledge and understanding of work place safety/OH&S issues related to the contemporary music industry
- skills in planning, organising and completing activities such as presenting live performances and recording their performance
- skill in manipulating the elements of contemporary music through improvising, and/or composing and/or arranging
- skill in using appropriate contemporary music terminology
- skill in critical listening in order to describe and understand contemporary music styles and genres.
course content
(1)CONTEMPORARY MUSIC PERFORMANCE SKILLS
Students may select solo and/or ensemble performance skills, largely dependent upon the type of instrument played (some are not suited to solo performance in the contemporary style).
In developing contemporary performance skills, the following should be considered:
- limited range of contemporary styles
- use of accompaniment
- building on the student’s previous experience
- contemporary techniques of sound production relevant to the instrument/voice
- care and maintenance of instrument/voice.
In the development of solo performance skills, attention should be given to:
- intonation
- dynamics
- phrasing
- tonal quality
- articulation
- interpretation
- accuracy and fluency
- confidence.
In the development of band/ensembleperformance skills, attention should be given to:
- awareness of the role within the ensemble (which may additionally include direction);
- response to direction (verbal and non-verbal as appropriate)
- co-operation
- accuracy and fluency
- intonation
- timing/groove
- balance
- playing in style
- preparation
- suitable practice procedures
- sensitivity and control in dynamics and music expression.
(2) CREATE ORIGINAL MUSICAL IDEAS in a LIMITED range of contemporary STYLES
Students will engage in composing and/or arranging and/or improvising tasks across a limited range of styles (such as Metal, Garage, Jazz, Blues, Rap and Hip Hop, Funk, Punk, Reggae, Techno, Electronica etc) including:
- improvising
- song writing
- arranging
- creating instrumental pieces.
Account should be taken of the following (as applicable):
- purpose
- capturing sense of style
- phrase structure
- originality
- suitability for instrumental/vocal combination
- coherence
- structure (melodic and harmonic)
- accurate use of appropriate notation
- effectiveness in performance
- expression and dynamics
- transposition
- use of appropriate technology.
(3) Plan, organise and complete music activities
This criterion’s standard descriptors may be applied to issues such as planning and organising for - and meeting – rehearsal, performance and recording obligations, and written and practical work deadlines.
(4) work constructively with others in a contemporary ensemble
This criterion focuses on the development of students’ ability to work collaboratively and constructively in a range of structured and unstructured situations.
The standard descriptors may be applied to a student’s interactions with a range of people such as: fellow band/ensemble members and other artists; audio and other technicians; and those who manage venues, equipment and so on.
(5) Demonstrate knowledge and understanding of legal issues
Students must develop knowledge and understanding of legal issues relevant to the contemporary music industry, such as:
- health and safety considerations including lifting of heavy (band) equipment, appropriate placement of equipment, appropriate volume levels, identifying and reporting problems such as electrical issues and faulty equipment
- legal considerations (unions, AMCOS, APRA, public liability, band/performance/recording contracts)
- the workplace.
(6) Demonstrate music literacy within a contemporary context.
This will be demonstrated through a variety of components that should include:
- conventional notation and contemporary methods (such as TAB, lyric/chords and melody/lead sheet)
- transposition
- harmonising
- understanding of signs, symbols, terminology and abbreviations appropriate to the idiom/genre
- understanding form
- basic score reading (for example, transcriptions of solos, complete song transcriptions).
(7) Market and promote a musical product
Attention should be given to the following aspects of marketing and promotion in the music industry:
- the identification of probable client groups and the range/scope of potential markets
- the significance of ‘image’ and creative/original marketing and promotional concepts
- the relative effectiveness of various advertising media and digital technologies (the internet for example)
- and relative advantages and disadvantages of outsourcing the marketing and promotion of music products
- associated industries (recording, P.A., the media, publishing, management).
ASSESSMENT INFORMATION
Criterion-based assessment is a form of outcomes assessment which identifies the extent of student achievement at an appropriate end-point of study. Although assessment – as part of the learning program - is continuous, much of it is formative, and is done to help students identify what they need to do to attain the maximum benefit from their study of the course. Therefore, assessment for summative TCE reporting should focus on what both teacher and student understand to reflect end-point achievement.
The primary audience for assessment is the student and the teacher, but may also include parents when appropriate.
The standard of achievement each student attains on each criterion is recorded as a rating ‘A’, ‘B’, or ‘C’, according to the outcomes specified in the standards section of the course.
A ‘t’ notation must be used where a student demonstrates any achievement against a criterion less than the standard specified for the ‘C’ rating. The ‘t’ notation sits outside the continuum of ratings and is thus not described in course standards.
A ‘z’ notation is to be used where a student provides no evidence of achievement at all.
Providers offering this course must participate in the quality assurance processes.
Internal assessment of all criteria will be made by the provider. Assessment processes must gather evidence that clearly shows the match between individual student performance, the standards of the course and the student’s award. Providers will report the student’s rating for each criterion to the Tasmanian Qualifications Authority.
quality assurance processes
The following processes will be facilitated by the TQA to ensure that there is:
- a match between the standards for achievement specified in the course and the standards demonstrated by students
- community confidence in the integrity and meaning of the qualification.
Processes – The TQA will verify that the provider’s course delivery and assessment standards meet the course requirements and community expectations for fairness, integrity and validity of qualifications the Authority issues. This will involve checking:
- student attendance records; and
- course delivery plans (the sequence of course delivery/tasks and when assessments take place):
- assessment instruments and rubrics (the ‘rules’ or marking guide used to judge achievement)
- class records of assessment
- examples of student work that demonstrate the use of the marking guide
- samples of current student’s work, including that related to any work requirements articulated in the course document.
This process will usually also include interviews with past and present students.
It will be scheduled by the TQA using a risk-based approach.
CRITERIA
The assessment for Contemporary Music TQA level 2 will be based on the degree to which the student can:
- demonstrate contemporary music performance skills
- demonstrate the ability to create original musical ideas in a range of contemporary styles
- plan, organise and complete music activities
- work constructively with others in a contemporary ensemble
- demonstrate knowledge and understanding of legal issues
- demonstrate music literacy skills within a contemporary context
- market and promote a music product.
standards
Criterion 1demonstrate contemporary music performance skills
Rating ‘C’ / Rating ‘B’ / Rating ‘A’A student can: / A student can: / A student can:
with guidance, perform music that is sufficiently accurate and fluent so that the overall effect is not destroyed; and
show a limited response to the characteristics of musical style and expression. / with guidance,perform music that is mostly accurate, fluent and expressive, will demonstrating an awareness of musical style. / with guidance,perform music with a substantial degree of accuracy and fluency, responding to the characteristics of the musical style with a high degree of sensitivity and musicality.
Criterion 2demonstrate the ability to create original musical ideas in a range of contemporary styles
Rating ‘C’ / Rating ‘B’ / Rating ‘A’A student can: / A student can: / A student can:
with guidance,create coherent musical statements. / with guidance,create coherent musical statements that show an awareness of a range of styles. / with guidance,create coherent musical statements across a range of styles, using dynamics and expression to enhance the music.
Criterion 3plan, organise and complete music activities
Rating ‘C’ / Rating ‘B’ / Rating ‘A’A student can, with guidance: / A student can, with guidance: / A student can, with guidance:
plan and organise activities to achieve a limited range of goals / plan and organise activities to achieve a majority of given goals / consistently and reliably plan and organise activities to achieve given goals
coordinate tasks to finish some music projects and assignments within set times / coordinate tasks to complete most activities within set times / coordinate tasks to complete all activities within set times
develop suitable plans and/or checklists to achieve a limited range of goals / develop detailed plans and/or checklists to achieve given goals and satisfy the majority of stakeholder needs / develop comprehensive plans and/or checklists to achieve given goals that meet needs of all stakeholders
adjust or modify plans in an attempt to meet changed conditions. / adjust or modify plans to adequately meet changed conditions. / consistently adjust or modify plans to effectively meet changed conditions.
Criterion 4work constructively with others in a contemporary ensemble
Rating ‘C’ / Rating ‘B’ / Rating ‘A’A student can: / A student can: / A student can:
participate in band/ensemble activities / participate in most band/ensemble activities / consistently and reliably participate in most band/ensemble activities
cooperate with others to achieve a limited number of goals / cooperate with others to achieve most goals / cooperate with others to achieve all goals
adjust or modify personal behaviours in an attempt to meet changed conditions. / adjust or modify personal behaviours to effectively meet most changed conditions. / consistently adjust or modify personal behaviours to effectively meet all changed conditions.
Criterion 5demonstrate knowledge and understanding of legal issues
Rating ‘C’ / Rating ‘B’ / Rating ‘A’A student can: / A student can: / A student can:
identify essential concepts of safety issues relevant to audio engineering and related activities / identify a range safety issues and concepts relevant to audio engineering and related activities / identify most key features of safety issues and concepts relevant to audio engineering and related activities
describe some key features and concepts of safety issues relevant to audio engineering and related activities / describe a range of key features and concepts of safety issues relevant to audio engineering and related activities / describe most key features and concepts of safety issues relevant to audio engineering and related activities
follow basic workplace safety requirements and procedures / follow and facilitate basic workplace safety requirements and procedures / recognise and act upon workplace safety requirements according to established workplace procedures
use some appropriate terms when describing safety issues. / use a range of appropriate terms when describing safety issues. / use a broad range of appropriate terms when describing safety issues.
Criterion 6 demonstrate music literacy skills within a contemporary context
Rating ‘C’ / Rating ‘B’ / Rating ‘A’A student can: / A student can: / A student can:
demonstrate knowledge and a limited application of contemporary music literacy components*. / demonstrate knowledge and application of a range of contemporary music literacy components*. / demonstrate knowledge and application of the majority of contemporary music literacy components*.
* Contemporary music literacy components are outlined in the contents section of this document.
Criterion 7market and promote a music product
Rating ‘C’ / Rating ‘B’ / Rating ‘A’A student can: / A student can: / A student can:
with guidance, design and document a marketing plan / with limited guidance, design and document a marketing plan that demonstrates some degree of research and stakeholder engagement / independently design and document a comprehensive, well-articulated and researched marketing plan that demonstrates extensive degree of research and stakeholder engagement
consider and implement a limited range of marketing tools and strategies / consider and implement a range of marketing tools and strategies / consider and implement a wide range of marketing tools and strategies
devise a marketing/promotion budget that shows satisfactory consideration of a range of elements. / devise a marketing/promotion budget that shows significant consideration of a range of elements. / devise a comprehensive marketing/promotion budget that shows substantial consideration of a range of elements.
Qualifications available
Contemporary Music (with the award of):
EXCEPTIONAL ACHIEVEMENT
HIGH ACHIEVEMENT
COMMENDABLE ACHIEVEMENT
SATISFACTORY ACHIEVEMENT
PRELIMINARY ACHIEVEMENT
AWARD REQUIREMENTS
The minimum requirements for an award in this course are as follows:
exceptional achievement (ea)
6 ‘A’ ratings, 1 ‘B’ rating
high achievement (ha)
3 ‘A’ ratings, 3 ‘B’ ratings, 1 ‘C’ rating
commendable achievement (ca)
4 ‘B’ ratings, 2 ‘C’ ratings
satisfactory achievement (sa)
5 ‘C’ ratings
preliminary achievement (pa)
3 ‘C’ ratings
A student who otherwise achieves the ratings for a CA (Commendable Achievement) or SA (Satisfactory Achievement) award but who fails to show any evidence of achievement in one or more criteria (‘z’ notation) will be issued with a PA (Preliminary Achievement) award.
COURSE EVALUATION
Courses are accredited for a specific period of time (up to five years) and they are evaluated in the year prior to the expiry of accreditation.
As well, anyone may request a review of a particular aspect of an accredited course throughout the period of accreditation. Such requests for amendment will be considered in terms of the likely improvements to the outcomes for students and the possible consequences for delivery of the course.