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 CUAMCP501, 'Compose music using electronic media'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Compose music using electronic media' 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Keep up to date with technologies that can be used to compose music
1.1 Research developments in computer software and hardware relevant to music composition
1.2 Analyse recordings of music composed using electronic devices as a way of generating ideas in relation to own music practice
1.3 Identify factors that may impact on incorporation of electronic devices into the composition of planned pieces, in consultation with appropriate people
2. Generate ideas for musical pieces
2.1 Clarify scope of composition brief with appropriate people
2.2 Prepare a plan for completing work in line with the requirements of the brief, and negotiate a contract as required
2.3 Brief other people involved in the composition project as required
2.4 Use features of relevant software and/or electronic devices to generate a range of musical ideas or starting points, and experiment with options for realising them
2.5 Investigate the potential of basic structural elements for achieving the desired effect
2.6 Refine ideas in discussion with appropriate people
3. Create musical pieces
3.1 Use electronic media safely, and apply a range of compositional techniques to organise musical elements into working versions of musical pieces
3.2 Listen to work in progress with appropriate people, and seek feedback on creative and technical aspects of compositions
3.3 Incorporate ideas and suggestions into final compositions
3.4 Attend rehearsals or workshops where compositions are being played, and make adjustments to compositions as required
3.5 Attach copyright notices to compositions
3.6 Present all compositions in required file format by agreed deadline
4. Evaluate own musical compositions
4.1 Identify criteria to provide an effective measure of the success of own compositions
4.2 Compare work against previous compositions to assess development of techniques and ideas
4.3 Discuss strengths and weaknesses of compositions with appropriate people to identify strategies for improving own skills in composing music using electronic media