Revised Assignment Brief - March 31st 2021

Qualification BTEC Level 3 Subsidiary Diploma Music (Performing)

Unit number and title Unit 21: Music in the Community
Assignment title The Community Music Project
Start date 1st January 2022
Deadline 31st March 2022
Assessor name A. Clifford

PURPOSE OF THIS ASSIGNMENT BRIEF

In this unit, learners will explore the context and function of community music-making. Learners will develop practical skills in
running workshop activities, and contribute to a real-life community project. Careful planning, monitoring and evaluation of the
process are central to its success and potential.
LEARNING OUTCOMES
On completion of this unit a learner should:
● Know the context and purpose of community music-making, including practitioners and organisations
● Be able to lead practical music-making activities
● Be able to plan and participate in a community music-making project for a specific community group and/or venue
● Know how to monitor and evaluate a community music-making project.
SCENARIO
You have been asked to provide a series of Music workshops in a small, remote school that until now has had very little access
to music. The aims are to improve the well-being of students and kick start an interest in Music. You will leave them with
instruments and a love of music that will continue to encourage them to play instruments that will be left in the school for their
use following the workshop. You will also need to produce accessible materials that teachers can use to begin delivering a
curriculum. Some of them may never have taught music before.

Assessment and Grading Criteria

To achieve a PASS grade the evidence To achieve a MERIT grade the evidence To achieve a DISTINCTION grade the
must show that you are able to: must show that, in addition to the pass evidence must show that, in addition to the
criteria, you are able to: pass and merit criteria, you are able to:

P1 describe the context and
purpose of music-making in
community settings, referring to
practitioners and organisations
M1 explain the context and purpose
of music making in community
settings, providing details of
practitioners and organisations
D1 comment critically on the context
and purpose of music-making in
community settings, providing details
of specific practitioners and
organisations in their local community

P2 use selected practical M2 use selected practical D2 use selected practical

music-making activities with a music-making activities with a group music-making activities with a group
group of participants of participants, demonstrating a of participants, demonstrating a
range of activity inclusive to all
range of innovative activity

P3 participate in the planning and M3 participate in the planning and D3 participate in the planning and
delivery of a community music delivery of a community music delivery of a community music project
project project with a degree of with independence
independence

P4 describe the implementation
and outcome of the community
music project from conception to
realisation, referring to appropriate
feedback.
M4 explain the implementation and
outcome of the community music
project from conception to
realisation, referring in detail to
appropriate feedback.
D4 critically comment on the
implementation, outcome and
potential of the community music
project from conception to realisation,
responding in detail to appropriate
feedback.
 GRADING
ASSIGNMENTS TIMESCALE
CRITERIA

Assignment 1:
Assignment 1: Information Pack
Working individually and as a team, learners should produce an information pack
containing an;
● Assignment overview.
● Information pack initial design.
● Research, and collating notes for class activities and visits. 02 weeks P1, M1, D1
● Writing the text for the info pack.
They should comment critically on the context and purpose of music-making in
community settings, providing details of specific practitioners and organisations
in their local and other communities.
Evidence:
Produce an information pack for teachers outlining your proposal with agreed
dates, and the kinds of activities you envisage happening.
Assignment 2: Workshop
● Planning.
● Preparing materials.
● Delivering workshop/activity.
● Plenary feedback and discussion.
Learners should use selected practical music-making activities with a group of
participants, demonstrating a range of innovative activity. 04 weeks P2, M2, D2
Evidence
Learners should keep a log/vlog/diary where you will produce, collate and plan
activities and produce materials which will be tried out in workshops with
students who will give feedback on the workshop to enable you to improve your
materials further.
Assignment 3: Community Music Project
● Initial discussions and aims.
● Planning meetings.
● Preparing amended materials.
● Trial activities.
● Delivery including get-in, set up, turnarounds, pack-down.
● Plenary discussions and note-making. 02 weeks P3, M3, D3
Learners will participate in the planning and delivery of a community music
project with independence.
Evidence – Learners should keep a log/vlog/diary where they collating evidence
to include; production collation and planning activities, materials and evidence
including; communication between all parties involved, minutes of meetings, lists
of equipment, videos of trial activities and subsequent improvements in them,
videos of the community workshops, photographs or setting up and packing
down.
Assignment 4: Assessing the Project
● Assignment overview.
● Collecting evidence (workshop materials, client group responses,
photographs, minutes from planning, meetings, schedules etc).
● Preparing the assessment delivery (written or oral). 02 weeks P4, M4, D4
Learners should critically comment on the implementation, outcome and potential
of the community music project from conception to realisation, responding in
detail to appropriate feedback.
Evidence:
Diary/Log/VlogVideo and written evidence.

Tick
Evidence Check List when Justification for document
complete
Learning outcome 1: The learner should produce;
● Produce an information pack for teachers
outlining your proposal with agreed dates, and
the kinds of activities you envisage happening.
Learning outcome 2: The learner should produce;
● Learners should keep a log/vlog/diary where
you will produce, collate and plan activities and
produce materials which will be tried out in
workshops with students who will give
feedback on the workshop to enable you to
improve your materials further.
Learning outcome 3: The learner should produce;
● a log/vlog/diary where they collating evidence
to include; production, collation and planning
activities, materials and evidence including;
communication between all parties involved,
minutes of meetings, lists of equipment, videos
of trial activities and subsequent improvements
in them, videos of the community workshops,
photographs or setting up and packing down.
● Self-evaluation form.
● Assessor observation feedback forms.

POSSIBLE SOURCES OF INFORMATION

Text Books:
● Performance Making: A Manual for Music Workshops UK ed. Edition by Graham Leak (Author) ISBN-13:
978-0868196732 ISBN-10: 0868196738
● Engaging in Community Music: An Introduction 1st Edition, by Lee Higgins (Author), Lee Willingham (Author)
ISBN-13: 978-1138638167 ISBN-10: 1138638161
● The Oxford Handbook of Community Music (Oxford Handbooks) 1st Edition, by Brydie-Leigh Bartleet (Editor),
Lee Higgins ISBN-13: 978-0190219505 ISBN-10: 0190219505
● Community Music Today by Kari K. Veblen (Editor), Stephen J. Messenger (Editor), Marissa Silverman (Editor),
David J. Elliott (Editor) ISBN-13: 978-1607093206 ISBN-10: 1607093200
● Community Music: In Theory and In Practice Illustrated Edition by Lee Higgins (Author) ISBN-13: 978-0199777846
ISBN-10: 0199777845

Magazines and websites:

● https://www.cmsounds.com/
● https://www.soundsense.org/about-community-music
● BBC Music Magazine
● Classic fm magazine https://www.classicfm.com
● NME https://www.nme.com/
● https://www.musicradar.com/guitarist
● https://www.worldmusic.net/
There are a wealth of community music group websites online.

Radio:
● BBC sounds app contains a wealth of material on all aspects of music making.
● BBC radio broadcasts many interesting programmes on all radio stations and is a major supporter of music. BBC radio 3
broadcasts largely classical music; BBC radio 2 popular music, folk music, world music; BBC radio 1 all the latest hits.
● radio.garden is one of many apps that will provide a wide range of music from around the world.

Live performance:
There is no substitute for watching live musicians performing. Watch as much live music as you can.

This brief has been verified as being fit for purpose

Assessor Dan Anthony

Signature
Date 27/04/21

Internal verifier Adrian Clifford

 Signature
Date 31/3/21

Learner Assessment Submission and Declaration

Learner name: Tanuj Sameer Oundhakar Assessor name: Dan Anthony

Issue Date: Submission Date: 15/05/22 Submitted on: 15/05/22

Programme: LEVEL 3 BTEC Music

Unit Number and Title: Unit 21: Music in the Community

Assignment Reference and title: The Community Music Project

Task Ref. Evidence Submitted Description

Assignment 1: Information Pack
https://tanujbtecmusic.weebly.co
m/assignment-1.html
This is the link to my blog for the
assignment. I have written the unit
overview, some preliminary research
regarding what community music is
including interviews and a draft
lesson plan for a choral workshop.

Assignment 2: Workshop Unit streamlined

Assignment 3: Community Music Project Unit streamlined

Assignment 4: Assessing the Project Unit streamlined

Additional comments to the assessor:

Learner declaration

I certify that the evidence submitted for this assignment is my own. I have clearly referenced any sources used in the
work.

Learner signature: Date: 15/05/22