Formats and tools
- Unit Description
- Reconstruct the unit from the xml and display it as an HTML page.
- Assessment Tool
- an assessor resource that builds a framework for writing an assessment tool
- Assessment Template
- generate a spreadsheet for marking this unit in a classroom environment. Put student names in the top row and check them off as they demonstrate competenece for each of the unit's elements and performance criteria.
- Assessment Matrix
- a slightly different format than the assessment template. A spreadsheet with unit names, elements and performance criteria in separate columns. Put assessment names in column headings to track which performance criteria each one covers. Good for ensuring that you've covered every one of the performance criteria with your assessment instrument (all assessement tools together).
- Wiki Markup
- mark up the unit in a wiki markup codes, ready to copy and paste into a wiki page. The output will work in most wikis but is designed to work particularly well as a Wikiversity learning project.
- Evidence Guide
- create an evidence guide for workplace assessment and RPL applicants
- Competency Mapping Template
- Unit of Competency Mapping – Information for Teachers/Assessors – Information for Learners. A template for developing assessments for a unit, which will help you to create valid, fair and reliable assessments for the unit, ready to give to trainers and students
- Observation Checklist
- create an observation checklist for workplace assessment and RPL applicants. This is similar to the evidence guide above, but a little shorter and friendlier on your printer. You will also need to create a seperate Assessor Marking Guide for guidelines on gathering evidence and a list of key points for each activity observed using the unit's range statement, required skills and evidence required (see the unit's html page for details)
- Self Assessment Survey
- A form for students to assess thier current skill levels against each of the unit's performance criteria. Cut and paste into a web document or print and distribute in hard copy.
- Moodle Outcomes
- Create a csv file of the unit's performance criteria to import into a moodle course as outcomes, ready to associate with each of your assignments. Here's a quick 'how to' for importing these into moodle 2.x
- Registered Training Organisations
- Trying to find someone to train or assess you? This link lists all the RTOs that are currently registered to deliver CUADAN601A, 'Perform dance repertoire at a professional level'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform dance repertoire at a professional level' on fishpond.com.au. This online store has a huge range of books, pretty reasonable prices, free delivery in Australia *and* they give a small commission to ntisthis.com for every purchase, so go nuts :)
Elements and Performance Criteria
1. Contribute to the rehearsal process | 1.1. Demonstrate an ability to prepare unsupervised for rehearsals 1.2. Display professional work ethic with respect to concentration, focus and physical alertness with choreographers, rehearsal directors and fellow dancers 1.3. Contribute to the creative process with a high level of initiative, confidence and skill 1.4. Respond promptly to direction as required 1.5. Practise and rehearse sequences until an optimum performance standard is reached |
2. Execute a professional level of artistry and presentation | 2.1. Refine professional facility in using feedback and choreographer or director's notes to enhance personal and group performance 2.2. Demonstrate a professional level of performance presence and partnering techniques 2.3. Show detailed interpretation as is required by the choreographer 2.4. Execute complex variations of 2.5. Exhibit a professional level of physical learning and adaptability to transfer class work into professional performances |
3. Perform specified roles in chosen dance works | 3.1. Execute variations and repertoire of complexity with a high level of technical accuracy 3.2. Convey a high level of spatial awareness appropriate to solo, group and partnering work 3.3. Execute group and partnering work with a professional sense of cohesion and solo work with a professional sense of musical individuality 3.4. Present variations and repertoire with a high level of artistry and assurance across chosen |
4. Incorporate performance techniques into professional level performances | 4.1. Undertake preparations appropriate to performance contexts 4.2. Ensure that personal presentation is appropriate to performance contexts 4.3. Apply performance psychology techniques to preparations 4.4. Sustain focus and concentration to produce performances that show artistry, rhythm and musicality and convey the story and mood of the dance 4.5. Convey choreographic intent of dances through confident and precise execution of performance techniques 4.6. Contribute to debriefing sessions to evaluate the quality of performances and to discuss ways of improving individual or ensemble technique |
5. Develop professional practice | 5.1. Develop and refine professional work ethic 5.2. Develop realistic parameters as a basis for extending scope of performance practice 5.3. Identify regimes and artistic strategies that will refine own performance technique |