Group Performance – Music: Entry Level

RSL Awards’ entry Level group assessments in music focus upon the recognition of achievement through the development and demonstration of practical skills, knowledge and confidence within the context of learning and performing music within a group. The ultimate aim is the creation of performers with the skills, knowledge and confidence to be able to perform live to an audience.

Certification titles

The qualification will be shown on the certificate as one of the following:

• RSL Entry Level 1 Award in Group performance (Music)
• RSL Entry Level 2 Award in Group performance (Music)
• RSL Entry Level 3 Award in Group performance (Music)

Assessment

The qualifications are internally assessed (i.e. staff in centres assess the work produced by learners). At Entry Level 1 the qualification is assessed entirely on the learner’s participation in group lessons. At Entry Levels 2 and 3 live performance is one of the elements that is assessed. All learning and assessment takes place within guided learning time — there is no independent learning expected from learners or groups at these levels. Assessment information is set out in detail in the following chapter.

Programme delivery

Centres are free to offer these qualifications using any mode of delivery that meets the needs of their learners. Whatever the mode of delivery, centres must ensure that learners have appropriate access to the resources required for high quality delivery of the course, and subject specialist staff.

Centre Approval

Centres must apply for approval by RSL prior to enrolling learners. Approval documentation can be found in the Delivery Procedure tab on this page.

Learning Outcome

Learners will be able to:

• Participate in a music ensemble

Assessment Criteria

Learners can:

• Follow simple musical instructions
• Demonstrate a developing sense of confidence when playing within an ensemble
• Demonstrate enjoyment and engagement while working with other musicians
• Demonstrate appropriate behaviour when undertaking ensemble activities

Summative Assessment Methods

Lessons, rehearsals and performances
Learners should be able to demonstrate that they can follow simple musical instructions — for example, to play back a simple rhythm, to change to a different pattern at a particular part in a song, to play a certain part loudly or softly etc.

Learners should develop greater self-confidence over the course of the qualification — tutors should make an initial assessment of the learner’s confidence in participating in the ensemble at the beginning of the qualification in order to record their developmental progression over the course of the qualification.

Learners should demonstrate enjoyment and engagement while working with other musicians — at this level, this is having a positive attitude in group sessions and being willing participant in activities.

Learners should be able to demonstrate that they can follow simple instructions regarding their behaviour in group activities, i.e., learning and following simple rules regarding their conduct during these sessions.

Learning Outcomes

Learners will be able to:

• Communicate with tutors and other musicians
• Demonstrate developmental progression as an ensemble performer
• Demonstrate focus and professionalism when playing within an ensemble
• Perform music to an audience as part of an ensemble

Assessment Criteria

Learners can:

• Respond to musical instructions, demonstrating an awareness of basic musical concepts
• Demonstrate a developing awareness of their part within the ensemble
• Demonstrate developmental progression in ensemble-based performance skills
• Demonstrate increased confidence when playing within an ensemble
• Demonstrate enjoyment and engagement while working with other musicians
• Demonstrate appropriate behaviour when undertaking ensemble activities
• Start, stop and move between elements at the correct places within a song in a live performance to an audience

Summative Assessment Methods

Lessons, rehearsals and performances

Learning outcome 1: Learners should be able to demonstrate that they can follow simple musical instructions and be aware of the standard musical vocabulary used to define basic musical concepts (for example, tempo, beat, dynamics, verse, chorus) and communicate with fellow musicians. At this level, learners should demonstrate the beginnings of an awareness of the nature of their part, for example, whether it’s predominantly rhythmic or melodic, whether it’s a supporting or leading role.

Learning outcome 2: This learning outcome is predominantly based on the learner’s skill development and increasing confidence as a performer over the course of the qualification. In order to measure this, tutors should make an initial assessment of these at the beginning of the qualification so they can record the learner’s developmental progression. At this level, ensemble-based performance skills will be very simple, familiar activities that have been developed through extensive guidance from tutors.

Learning outcome 3: Learners should demonstrate enjoyment and engagement while working with other musicians and an awareness of good practice (professionalism) when working together with other performers, for example, not playing their instrument when not asked to, not talking over peers or tutors, maintaining focus during lessons and rehearsals.

Performance

Learning outcome 4: At this level, learners need to demonstrate that they can perform live as part of a group. There isn’t a minimum performance length, but the evidence must be long enough to demonstrate that the assessment criteria have been fulfilled. Evidence for this learning outcome will be video footage of the learner performing as part of a group. Learners should be able to demonstrate that they can perform a simple part within a live group performance, being able to start and stop at the appropriate times in the song and change at the correct points where their part changes (verse, chorus etc).

Learning Outcomes

Learners will be able to:

• Communicate with tutors and other musicians
• Demonstrate developmental progression as an ensemble performer
• Demonstrate focus and professionalism when playing within an ensemble
• Perform music to an audience as part of an ensemble

Assessment Criteria

Learners can:

• Understand musical instructions, demonstrating a familiarity with basic musical concepts and vocabulary
• Demonstrate awareness of their own part, and how it contributes to the ensemble
• Demonstrate developmental progression in ensemble-based performance skills and techniques
• Demonstrate a developing awareness of musical interpretation
• Undertake a rehearsal process for a specific performance, demonstrating a familiarity with basic rehearsal practices
• Demonstrate appropriate behaviour within lessons, rehearsals and performances
• Demonstrate safe use of their instrument
• Demonstrate commitment to working with the other musicians towards a successful realisation of a performance
• Start, stop and move between elements at the correct places within a song in a live performance to an audience
• Perform their part in time, with an appropriate sound
• Demonstrate an awareness of an audience

Summative Assessment Methods

Lessons, rehearsals and performances

Learning outcome 1: Learners should be able to demonstrate that they can follow basic musical concepts and recall the standard vocabulary used to define them and to communicate with fellow musicians. At this level, learners should be aware of their part and how their instrument contributes to the ensemble, for example, a drummer would be aware that keeping a steady beat was a key aspect of their part, and in doing so they are helping all of the other members of the ensemble keep in time.

Learning outcome 2: This learning outcome is predominantly based on the learner’s development of skills and knowledge over the course of the qualification. In order to measure this, tutors should make an initial assessment of the learner’s skills at the beginning of the qualification so they can record their developmental progression. At this level, ensemble-based performance skills and techniques are simple, familiar activities that have been developed through instructions and guidance from tutors. Learners will begin to show an awareness of musical interpretation, for example, identifying and responding to simple musical moods or changes in expression within a song. The final assessment criteria in this learning outcome relate to the learner’s ability to rehearse for a specific live performance. Learners should have a basic understanding of the purpose of the rehearsal process and how they have developed their part over the course of the rehearsals.

Learning outcome 3: Learners should demonstrate that they are aware of good practice (professionalism) when working together with other performers, for example, not playing their instrument when not asked to, not talking over peers or tutors, and listening and responding to feedback on their actions. They should have a basic awareness of instrumental and personal health and safety issues, for example, not standing on wires, or for a vocalist, the importance of not straining your voice. The final assessment criteria in this learning outcome relate to the learner’s focus and commitment when working with others. At this level, learners should begin to take some responsibility for the success of the group — demonstrating enthusiasm and teamwork (encouraging others in the ensemble), and being motivated and focused during activities.

Performance

Learning outcome 4: Learners will demonstrate that they can perform as part of a group. Evidence for this learning outcome will be video footage of the learner performing as part of a group (the assessment criteria within this learning outcome can be evidenced over one or multiple performances). There isn’t a minimum performance length, but the evidence must be long enough to demonstrate that all of the assessment criteria have been fulfilled.

Learners should be able to demonstrate that they can perform an elementary part within a live ensemble performance, keeping a generally accurate sense of time and playing with an appropriate sound, for example, demonstrating dynamic changes at relevant points in the song.

At this level, learners should have some awareness of their audience, for example, demonstrating some degree of facial expression and/or physical movement aimed at connecting with the audience.

Centre approval application procedures

Centres must apply for approval by RSL prior to enrolling learners. In order to gain approval to offer any or all of these RSL qualifications, centres must confirm that they have the following in place:

• A clear commitment to equal opportunities and ensuring that the qualifications are accessible to all
• Suitably qualified and experienced teaching personnel, with adequate knowledge of safeguarding, to deliver and assess the qualifications
• Appropriate resources for the qualifications to be delivered and assessed in a relevant environment

Centre approval application form

Please complete the form below to start the application process. Please get in touch with the team via business@rslawards.com should you have any queries.

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