Learning outcome 1 relates explicitly to working as part of a team: learners must work together as a group. A career in the live music industry necessitates the ability to work effectively as part of a team. All learners must play an active part in the planning process, contributing positively in company meetings as well as in rehearsal. Regular meetings are essential and it is important that minutes and notes are kept, thereby generating evidence of learner contribution to the team planning process. Tutors can support this with videoed evidence, observation reports etc. Peer reviews of how each group has worked together could also be a useful tool for assessing this learning outcome. Learners should collect evidence of their own input and present it as part of the project portfolio for the final tutorial. Grading for this learning outcome depends on the learners’ level of input.
For P1, they simply need to contribute, eg regularly attend meetings and engage in the decision-making process. They will also be reliable and constructive in rehearsal.
M1 requires the contribution to be positive, ie for the learner input to make a difference. An example of this could be that the team suggests a backdrop banner for the set, and the learner designs and paints it (as well as fulfilling a key role in rehearsal).
For D1, learners have to contribute effectively. This does not necessarily mean act as a manager or team leader, but the learner will be operating at such a level that their absence would jeopardise the project. Examples of the types of contribution could include designing and organising the printing and distribution of flyers, or being the liaison for the live sound team (providing tech plans, equipment specs, set list breakdowns, schedules etc).
For all grades in learning outcome 1, simply attending rehearsals and performing at the event, however well, is not enough of a contribution to the team/project as a whole.
Learning outcome 2 concerns the individual input in terms of carrying out appropriate responsibilities, and is closely related to learning outcome 1. Evidence for the portfolio could include personal notes and drafts, diagrams, reports prepared for meetings, ideas for performance of the set in terms of individual impact etc. One approach would be for learners to keep journal notes of the process. This will enable them to make evaluations during the process as it happens, rather than trying to complete such a review after the event when some elements and decisions may have been forgotten. Again, the tutor can supplement evidence with individual interviews and other records.
For P2, the learner needs to have had sufficient input. This simply asks whether they have taken on any responsibility other than rehearsing and performing.
For M2, the learner will have carried out responsibilities positively, clearly benefiting the project and contributing to its overall success.
For D2, learners will be critical to the success of the project, carrying out responsibilities effectively. For those learners completing this unit through composition, they will need to ensure that their commission is decided within the group and there should also be regular meetings with their group.
Learning outcome 3 is awarded for the final contribution to the performance. These performances should be recorded, although tutors should assess performances on the night so that the nature of the event, audience reaction and general atmosphere in the venue are also taken into account. Grading focuses on two general areas: technical level and appropriateness to context. The two key questions are: How accurate is the playing? and Is there an awareness of the setting, ie audience and venue?
For P3, the technical performance is mostly accurate and the performer contribution is competent in terms of appropriateness for the setting. An incompetent performance will not take into account the audience needs or venue, eg volume too loud, ill-suited material, inappropriate communication with the audience, dangerous behaviour etc.
For M3, the performance requires a technically accurate and confident approach. For D3, the performer adds their individual stamp to the set, showing interpretation and artistic flair.
Learning outcome 4 represents the final stage of the project: reviewing the complete process from conception to the final product. It is important for all grading bands that learners focus on the process and not just the final product. Learners must consider the planning and preparation in terms of event management as well as the rehearsal process.
For P4, the learner describes the process and final product – outlining what was done and the reasons behind approaching it that way.
M4 requires analysis and this will add consideration of the effects of their method – was that the best way of approaching planning and delivery?
For D4, learners will also evaluate the quality of process and product and make suggestions for improvement.