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 CUAMCP602, 'Extend techniques for composing music'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Extend techniques for composing music' 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. Set professional development goals
1.1 Listen to and critique recordings of own compositions with appropriate people
1.2 Evaluate and discuss factors that contribute to excellence in music composition
1.3 Listen to and evaluate the work of master composers, and identify techniques that could be applied to own practice
1.4 Develop networking strategies to cultivate relationships that will enhance own professional practice
1.5 Document professional development goals, and establish criteria for monitoring and evaluating own skill development
2. Practice to refine techniques
2.1 Devise a practice plan that incorporates goals for refining composition techniques
2.2 Seek feedback from others and critically review own compositions
2.3 Experiment with ways of improving own compositions
2.4 Discuss revised compositions with peers and/or mentors, and use their feedback to inform continuous improvement strategies
3. Compose music
3.1 Seek music compositional work that extends the range of own creative practice
3.2 Generate a range of musical ideas or starting points in response to briefs
3.3 Experiment with options for realising musical ideas, and refine in discussion with appropriate people
3.4 Apply a wide range of compositional techniques to organise musical elements into working versions of musical pieces
3.5 Listen to and evaluate work in progress with appropriate people, and seek creative and technical feedback
3.6 Incorporate ideas and suggestions into final compositions
3.7 Attend rehearsals or performance workshops where compositions are being played, and make adjustments to compositions as required
3.8 Present all compositions with appropriate copyright notices and in required format by agreed deadline
4. Review own skill development
4.1 Compare work against previous compositions to assess development of techniques and ideas
4.2 Evaluate level of improvement in own compositional techniques against agreed criteria
4.3 Seek feedback on compositions from appropriate personnel, and incorporate their suggestions and ideas into own future professional development strategies