VET in VCE Music Exam Review

VET in VCE Music Exam ReviewCertificate III in Music CUS30109Certificate III in Technical Production CUS30209

Certificate III in Music CUS30109This 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 skillsAnd either of the following units of competency- CUSMPF406A Perform music as a soloistOr- 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.aspxApply knowledge of genre to music makingDevelop improvisation skills are not assessed in the exam

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

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.

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

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.

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)

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.

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

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.

Certificate III in Music CUS30109Criteria 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

Certificate III in Music CUS30109Criteria 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,

Certificate III in Music CUS30109Criterion 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.

Certificate III in Music CUS30109Criterion 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”.

Certificate III in Music CUS30109Criterion 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.

Certificate III in Music CUS30109Criterion 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.

Certificate III in Music CUS30109Criterion 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:

- Visuals - Costuming - Lighting

- Props

- Staging - Movement - Stance - Dialogue- Confidence - Engaging with an audience

Certificate III in Music CUS30109Criterion 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.

Certificate III in Music CUS30109Criterion 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.

Certificate III in Music CUS30109

Any Questions?

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 reinforcementCUSSOU302A – Record and mix a basic music demoCUESOU07B – Apply a general knowledge of audio to network activitiesCUESOU08B – Select and manage microphone and other audio input sourcesCUSSOU303A – 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

Certificate III in Technical Production CUS30209The 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

Certificate III in Technical Production CUS30209The 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!

Certificate III in Technical Production CUS30209The 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

Certificate III in Technical Production CUS30209The 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

Certificate III in Technical Production CUS30209The 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

Certificate III in Technical Production CUS30209The 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)

Certificate III in Technical Production CUS30209The 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

Certificate III in Technical Production CUS30209The Written Component

Speakers & PA systems• Transducers• Drivers• Crossovers (Passive & active)• Power ampifiers• Signal flow diagram (draw & interpret)• DI Box• Line level vs Mic level• Tuning a PA• Power connections & power availability (referenced as watts)

Certificate III in Technical Production CUS30209The Written Component

Electronics• Ohms law• Voltage, current, resistance (impedance)• Purpose of shielding• Series & parallel circuits• Determining power requirements of speakers

Certificate III in Technical Production CUS30209General 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.

Certificate III in Technical Production CUS30209

Any Questions?