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 CUAMCP301, 'Compose simple songs or musical pieces'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Compose simple songs or musical pieces' 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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Clarify composition requirements | 1.1 Consult with relevant people to identify purpose of composing songs or musical pieces 1.2 Identify musical styles, elements and forms/structures that might suit the purpose of the composition 1.3 Discuss with relevant people how unconventional approaches might be applied 1.4 Identify the range of instruments and playing techniques to suit the purpose of compositions 1.5 Discuss with relevant people the accepted conventions and formats for the final presentation of a song or musical piece 1.6 Agree on format for final presentation of songs or musical pieces |
2. Compose melodies | 2.1 Apply standard melody conventions to compositions as required 2.2 Identify climax points, harmonies and intervals to be used in the songs or musical pieces 2.3 Align lyrics with the starting points, climaxes and cadence points of a song’s melody as required 2.4 Use appropriate harmonic/chord progressions or sequences in the melody to suit the style/mood of the song or musical piece 2.5 Ensure melody is rhythmically coherent and rhythm patterns are appropriate to the style/mood of the song or musical piece 2.6 Match the level of difficulty and register of the melody with available performers and characteristics of the musical style used in the song or musical piece |
3. Review musical work in progress | 3.1 Use critical listening to evaluate and adjust own work 3.2 Use aural imagination to experiment with and manipulate musical elements as required 3.3 Seek feedback on work in progress from relevant 3.4 Discuss with relevant people how aural perception skills were applied to improve compositional outcomes |
4. Finalise compositions | 4.1 Apply copyright notice to the composition 4.2 Present compositions in agreed format |