VET in VCE Music Exam Review

1. VET in VCE Music Exam Review Certificate III in Music CUS30109 Certificate III in Technical Production CUS30209

2. Certificate III in Music CUS30109 • This is a Performance Exam worth 50% of the student’s study score. • Assessors are looking for levels of competency relevant to the following Units of Competency: • - CUSMPF301A Develop technical skills in performance • - CUSMPF402A Develop and maintain stagecraft skills • And either of the following units of competency • - CUSMPF406A Perform music as a soloist • Or • CUSMPF404A Perform music as part of a group • Specific information from VCAA can be found at http://www.vcaa.vic.edu.au/Pages/vet/programs/music/examsmusic.aspx • Apply knowledge of genre to music making • Develop improvisation skills are not assessed in the exam

3. Certificate III in Music CUS30109 • Assessment Marking • Pre 2012: 7 Criteria marked out of 5 • Post 2012: 10 Criteria marked out of 10 • Range of 5-7 is expected level for Certificate III • Above 7 is outstanding level

4. Certificate III in Music CUS30109 • Assessment Criteria • The 10 criteria are outlined in the VCAA documentation available from the website. • The next 10 slides provide teachers with some guidance based on COSAMP staff experience in relation to each criterion.

5. Certificate III in Music CUS30109 • Criterion 1: Compliance with the requirements of the task • Construction of groups meet the appropriate requirements. • Read the specific requirements of group structure which may include teachers (max of 2) and/or non-­‐VCE or VET persons (max of 4 in total) • A student playing in multiple presentations is assessed in their FIRST group / solo • Assessed singers maintain active contribution to the performance

6. Certificate III in Music CUS30109 • Criterion 1: Compliance with the requirements of the task • Only assessed performers adjust equipment, lighting, sound, troubleshoot during the assessment. • Other school personnel (teachers, students, parents, etc) may contribute to the setup and sound check   • Assessed students take care during setup, as not to injure themselves or suffer undue stress • Students have access to replacement parts for their instrument.

7. Certificate III in Music CUS30109 • Criterion 1: Compliance with the requirements of the task • Non-­assessed support musicians contribute only in a support role.   • Students are assessed on all the instruments they present at the exam. • Assessors are instructed to assess on the WHOLE performance of each student being assessed. (Confirmed by Glenn Martin at VCAA September 2013)

8. Certificate III in Music CUS30109 • Criterion 1: Compliance with the requirements of the task • The Industry Focus statement should include • a generic band context statement • the specific performer’s contribution to the presentation • the specific instrument(s) the performer is using to contribute to the performance • explanation of how their staging craft will contribute to the performance • Give the assessor something meaty against which to award marks. They are looking for direction from the student.

9. Certificate III in Music CUS30109 • Criterion 1: Compliance with the requirements of the task • OH&S principle to keep in mind are: • Leads taped down • No drinks on stage • Tripping hazards removed • Use of guitar stands for instrument changeovers • High / extreme volume levels are to be minimised. If high volume or tonal levels are required for stylistic quality, hearing protection needs to be evidently used. • Posture during performance, including • over-­‐use of movements like “head-­‐banging”, • extremely low-slung guitars, • slouching, • vocal placement, screeching/growling affecting voice quality over time

10. Certificate III in Music CUS30109 • Criteria 2 & 3: Performing with accuracy & control Potential expressiveness and versatility of instruments • Concerns that have been expressed previously include: • Unsuitable key for vocalists • Lack of vocal intonation. • Use of insubstantial percussion.

11. Certificate III in Music CUS30109 • Criteria 2 & 3: Performing with accuracy & control Potential expressiveness and versatility of instruments • The presentation reflects a full year’s study, • Accurate tuning of instrument. • Possibly a small riff or lick between songs could be created which enables musicians to check their tuning and adjust as required. • Performing on more than one instrument is not necessarily a demonstration of versatility

12. Certificate III in Music CUS30109 • Criteria 4 & 5: Use of Musical elements & phrasing/shaping • Most areas of specialisation include some variety of rhythms, time signatures, beat patterns, rhythmic styles, scales, chord sequences and music systems. • Issues noted by VCAA • Lack of focus in the area of specialisation • Variety was not explored thoroughly. • Full program of works in 4/4 time, • Most songs employing a simple chord progression in a major or harmonic minor key, • Exploring songs within the same style or area that use different beat groupings or compound time, • Explore songs with a variety of keys and more unusual chord progressions,

13. Certificate III in Music CUS30109 • Criterion 6: Creativity, Individuality & originality • This criterion is not necessarily articulated as presentation of original material. • Assessors are looking for • Interesting, well conceived interpretations • Creative arrangements • Original works demonstrating sound knowledge of song structure, harmony and lyric writing • Individuality and creativity are underpinned by strong technical skills • Colour their presentation with their own personalities and musical interpretations. • Avoid copying a performance recorded by professional acts or recreating songs from recordings.

14. Certificate III in Music CUS30109 • Criterion 7: Group / Solo performance • The assessors need to hear each student being assessed. • Volume levels are affected by • balance, • tone, • arrangement and • voicing • Two musicians may NOT copy the same part The rules clearly state “one performer per musical part”.

15. Certificate III in Music CUS30109 • Criterion 7: Group / Solo performance • Good coordination between members of a group is required: • Introductions to the presentation • Musical intros • Moving in and out of lead breaks • Following and supporting as required • Outro and ending of each song in the performance • Suitable ending to the whole presentation • Consistent posture/action/movement indicating a high level of interaction between members of the group • Backing tracks for vocalists need consistent and suitable sound quality. • Poor backing track quality can detract from the ability of the vocalist to place their voice, pitch and volume levels appropriately.

16. Certificate III in Music CUS30109 • Criterion 8: A Cohesive program • The performance reflects their industry statement accurately. • A well‐planned performance within a well-­defined industry context will usually incorporate a ‘journey’ throughout the program with highs and lows in energy and intensity. • Steer away from a traditional VCE or AMEB Music Performance style of program.

17. Certificate III in Music CUS30109 Criterion 9: Protocols appropriate to area of speciaisation Students are encouraged to consider that this assessment is not just about musical virtuosity. While musicality and technical skills are important, this is a ‘Performance’ assessment. In their planning for this performance students need to consider:

18. Certificate III in Music CUS30109 • Criterion 9: Protocols appropriate to area of speciaisation • Assessors appreciate that interaction with an audience can lead, drive and feed non-­musical aspects, • Assessors are not able to respond like an audience • Students need to rehearse their program in full regularly • to refine these elements to the point where an audience is not necessary and • the energy levels remain high.

19. Certificate III in Music CUS30109 • Criterion 10: Skill in presenting a confident performance • Students need to be animated and ‘sell’ their songs or pieces. • Students need to develop ways of owning the works • avoid being fixed or riveted to one section of the stage. • deliver as if it was a professional show, with • focus, • poise, • flair, • energy and pacing, • Convince the audience of the authenticity of the musician and their story.

20. Certificate III in Music CUS30109 Any Questions?

21. Certificate III in Technical Production CUS30209 • Students undertake a written exam of which there are two components: • An aural section requiring students to identify production elements • A written section responding to a series of crafted questions related to the following units of competency: • CUSSOU301A – Provide sound reinforcement • CUSSOU302A – Record and mix a basic music demo • CUESOU07B – Apply a general knowledge of audio to network activities • CUESOU08B – Select and manage microphone and other audio input sources • CUSSOU303A – Set up and disassemble audio equipment. • The exam contributes 34% towards the student’s study score. • Specific information from VCAA can be found at http://www.vcaa.vic.edu.au/Pages/vet/programs/music/examsmusic.aspx

22. Certificate III in Technical Production CUS30209 • The Aural Component • Students need much practice in identifying the following aural aspects of their course: • Listening for changes to the mix, • removing instruments, • attenuating volumes • Listening for frequencies in specific frequency bands • Identifying various FX applied such as • Reverb • Delay • Compression • Gate • Distortion • Being able to identify the parameters that are used to change the settings of these FX such as • Feedback & time for delay • Threshold, ratio & knee for compression, etc

23. Certificate III in Technical Production CUS30209 • The Aural Component • Students need much practice in identifying the following aural aspects of their course: • EQ filters • Pass & Cut filters • Knowledge of Frequency bands such as low, low mid, high mid, high, etc • Various issues relating to audio such as buzz, pop, click. • NB. These terms are NOT interchangeable. Make sure students know exactly what each is!

24. Certificate III in Technical Production CUS30209 • The Written Component • Basic Sound Theory • Students need to know how to interpret a standard wave • Amplitude over Time • Compression and Rarefraction • Frequency of waves producing pitch • Doubling and halving for octaves • What sine, square and sawtooth waves look like • The sound envelope – ADSR • Waves in and out of phase • Speed of sound

25. Certificate III in Technical Production CUS30209 • The Written Component • Production Techniques • How to use a virtual mixer (software such as protools) • Plugins used in the recording studio & how to apply them to a channel • Plugins fall in one of 3 categories: • Dynamic processors (eg compressor) • Frequency processors (eg EQ) • Time-based processors (eg Delay/Reverb) • The use of gates • Suitable opportunities to use various processors & the usual needs for a specific processor on an instrument such as compressor on bass, reverb on vocals, etc • How to minimise sibilance and plosives

26. Certificate III in Technical Production CUS30209 • The Written Component • Digital Sound Theory • Sample rate & bit depth suitable for CD quality • Other options available for sample rate & bit depth • Calculation on determining the amount of storage space required • Advantages & disadvantages for the various sample rates & bit depths • What is SPDIF, 0dBFS • Discontinuous wave forms • Joining regions together with cross fade

27. Certificate III in Technical Production CUS30209 • The Written Component • Microphones • How a transducer works • Main types of microphones (dynamic, condenser, ribbon, small/large diaphragm • Polar patterns (Cardioid, Super cardioid, Figure 8, Omni) • Proximity effect & Frequency Response • In / out of phase • Balanced / unbalanced signals • Phantom power • Microphone placement (on / off axis, spaced pairing, Co-incident pairing, etc)

28. Certificate III in Technical Production CUS30209 • The Written Component • Mixing Consoles • Signal level (difference between gain pot & volume fader) • Safe SPL levels • Unity gain • Busses • Phantom power • Phase switch • Auxilliary sends • Pre & post • EQ section • Parametric • Shelving • Q • Inserts • Pan • Master section / Output controls

29. Certificate III in Technical Production CUS30209 • The Written Component • Speakers & PA systems • Transducers • Drivers • Crossovers (Passive & active) • Power ampifiers • Signal flow diagram (draw & interpret) • DI Box • Line level vsMic level • Tuning a PA • Power connections & power availability (referenced as watts)

30. Certificate III in Technical Production CUS30209 • The Written Component • Electronics • Ohms law • Voltage, current, resistance (impedance) • Purpose of shielding • Series & parallel circuits • Determining power requirements of speakers

31. Certificate III in Technical Production CUS30209 • General notes from the Chief Assessor report • Advise students not to write 2 responses to a question such as Buzz and hum. The correct answer is one or the other. Students can’t “hedge their bets” • Students need to read the question properly, underlining the important parts of each question is a good practice. • Give the students plenty of opportunities to verbalise answers with you. • Discuss with student potential problems when operating a PA or a studio console. Have students verbalise and practice writing their answers down.

32. Certificate III in Technical Production CUS30209 • Any Questions?