Pass | Merit | Distinction |
P1 explain the elements of musical ensembles | M1 illustrate the elements of musical ensembles | D1 analyse the elements of musical ensembles |
P2 plan as a musical ensemble competently with limited tutor support | M2 plan as a musical ensemble confidently with total independence | D2 plan as a musical ensemble demonstrating mastery of the processes involved |
P3 develop as a musical ensemble competently with limited tutor support | M3 develop as a musical ensemble confidently with total independence | D3 develop as a musical ensemble demonstrating mastery of the processes involved |
P4 perform as a musical ensemble with minor errors that do not detract from the performance. | M4 perform as a musical ensemble competently. | D4 perform as a musical ensemble with flair and interpretation |
Learning outcome 1 will be evidenced by an individual presentation on a chosen musical ensemble. Where learners provide a simple and elaborated explanation of the main features of a successful ensemble they will be working at pass level. To achieve a merit they will need to elaborate their explanations with references to videos of performances, or biographical materials. For a distinction, learners will discuss the relative importance of each element, and the contribution it makes to the success of the musical ensemble. Cross-referencing to other musical ensembles could also be used to support their arguments.
Learning outcome 2 requires learners to form groups, choose repertoire and assign roles within the group. Learners who receive guidance through this process are likely to be working at pass level. Merit level learners will be able to achieve these goals with no tutor input, and will demonstrate good communication skills and the ability to work with others. Where questionnaires (or other written evidence) reveals that learners are fully aware of their pro-active role and its impact on the planning process, it is likely that learners are working a distinction level.
Learning outcome 3 requires that learners demonstrate they can develop the raw materials of both personnel and repertoire into a performing ensemble. To achieve P3 the evidence will show that they have prepared satisfactorily for performance, but will have required a significant amount of tutor guidance in order to do so. Learners who require no tutor input, develop sensible rehearsal strategies, and make significant improvements in their ability to perform as a musical ensemble will achieve a merit. Distinction level learners will have diaries or journals that show a rigorous and disciplined approach to rehearsal, and communicate effectively as a group at a musical, verbal and physical level.
For outcome 4 learners, in their musical ensembles, will give a performance consisting of the repertoire they have prepared in rehearsal. Pass level learners will show elements of musical communication within their performance, which will be generally competent. At merit level learners will be gelling as a musical unit. Musical communication will be supplemented by other elements of performance such as communication with the audience, which comes with confidence when working as a team. Distinction level learners will have a mastery of the skills required to perform as an ensemble to the extent that they give a performance, as a team, that shows flair, creativity and imagination.