Creative Arts & Industries

Tasks / Evidence / Submission Date Task 1

Grading Criteria

NYA

WT

Achieved

1. A) Produce a rationale for the creation of your composition, including where, and what the music is intended for and what order it should be listened to. B) Produce a written account/ score/ chart/ diagram detailing structure and musical material i.e. riffs, melodies lyrics and chord sequences.

P1. Produce a rationale, which demonstrates a basic awareness of their potential and aspirations for future development in the area of composition. M1. Produce a rationale, which demonstrates a good awareness of their potential and aspirations for future development in the area of composition. D1. Produce a detailed rationale, which demonstrates a strong awareness of their potential and aspirations for future development in the area of composition. P3. Display some basic abilities at selecting the running order of the set list. This may be arrived at by a process of personal preference selection with little analysis M3. Display good abilities at selecting the running order of the set list. This would be arrived at by a process of elimination
D3. Display excellent abilities at selecting the running order of

Evidence: Task A) written account/ interview. Task B) score/ chart/ diagram

the set list. This would be arrived at by an analytical process P4. They should demonstrate good strong selection and editing skills when presenting their repertoire and be able to discuss the compositional process with the aid of score, diagrams and charts where appropriate. M4. They should demonstrate good strong selection and editing skills when presenting their repertoire and be able to discuss the compositional process with the aid of score, diagrams and charts where appropriate.

D4. They should demonstrate excellent selection and editing skills when presenting their repertoire and be able to fully discuss the compositional process using score, diagrams and charts where appropriate.

Submission Date: A) 22/10/12 B) 10/06/13

D4. They should demonstrate excellent selection and editing skills when presenting their repertoire and be able to fully discuss the compositional process using score, diagrams and charts where appropriate.

Task 2

P2. Display basic compositional skills at this level to create a

Produce 25 minutes of repertoire written for contemporary music ensemble. Work should ideally be arranged in contemporary song form (as specified in the brief.)
Evidence: Audio recording

twenty-five minute repertoire, which is entirely solo in terms of composition. The repertoire would be musical which would demonstrate basic harmonic, melodic and rhythmic skills in most areas. They would display highly competent skills in working to a brief and the repertoire should be consistent and cohesive. M2. Display good compositional skills at this level to create a twenty-five minute repertoire, which is entirely solo in terms of composition. The repertoire would be musical which would demonstrate sound harmonic, melodic and rhythmic skills throughout. They would display highly competent skills in working to a brief and the repertoire should be consistent and cohesive. D2. Display excellent compositional skills at this level to create a twenty-five minute repertoire, which is entirely solo in terms of composition. The repertoire should be highly musical which would demonstrate excellent harmonic, melodic and rhythmic skills throughout. They would display excellent skills in working to a brief and the repertoire should be consistent and cohesive.

Submission Date: 10/06/13

Task 2

P2. Display basic compositional skills at this level to create a

Produce 25 minutes of repertoire written for contemporary music ensemble. Work should ideally be arranged in contemporary song form (as specified in the brief.)
Evidence: Audio recording

twenty-five minute repertoire, which is entirely solo in terms of composition. The repertoire would be musical which would demonstrate basic harmonic, melodic and rhythmic skills in most areas. They would display highly competent skills in working to a brief and the repertoire should be consistent and cohesive. M2. Display good compositional skills at this level to create a twenty-five minute repertoire, which is entirely solo in terms of composition. The repertoire would be musical which would demonstrate sound harmonic, melodic and rhythmic skills throughout. They would display highly competent skills in working to a brief and the repertoire should be consistent and cohesive. D2. Display excellent compositional skills at this level to create a twenty-five minute repertoire, which is entirely solo in terms of composition. The repertoire should be highly musical which would demonstrate excellent harmonic, melodic and rhythmic skills throughout. They would display excellent skills in working to a brief and the repertoire should be consistent and cohesive.

Submission Date: 10/06/13

Task 3:

1. A) In Interview, identify your future career ambitions, relating musical choices in your compositions to your chosen career. B) Evaluation of overall effectiveness of composition, identifying areas for improvement, saying how you would go about making these improvements

P5. They would be able to discuss the purpose of this repertoire in relation to their future musical aspirations showing a simple understanding They would be able to discuss the purpose of this repertoire in relation to their future musical aspirations showing a good understanding.
M5.

D5. They would be fully able to discuss the purpose of this repertoire in relation to their future musical aspirations P6. Describe their development as a composer looking at strengths and areas for development, referencing how effective the repertoire was in relation to the units criteria. Describe their development as a composer looking at strengths and areas for development, referencing how effective the repertoire was in relation to the units criteria offering good self assessment style view of their skills set in this area.
M6.

Evidence: interview

Submission Date: 03/06/13

D6. Describe their development as a composer looking at strengths and areas for development, referencing how effective the repertoire was in relation to the units criteria offering an analytical self-assessment style view of their skills set in this area. Areas for development would have reasonable, viable solutions offered.

PLTS (Personal Learning & Thinking Skills) Key: IE Independent Enquirers CT Creative Thinkers Achieved: Assessor Feedback

RL Reflective Learners

TW Team Workers

SM Self-managers

EP Effective Participators

Action Plan

Learners Feedback

Assessor: Marc Rapson Learner

Signed Signed

Date Date