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 CUAMLT602, 'Analyse harmony'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Analyse harmony' 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 analysis requirements of the brief | 1.1 Discuss with appropriate people the purpose and scope of harmonic analysis 1.2 Determine appropriate methodologies for analysing or creating harmonisations in the context of the required task 1.3 Confirm the musical styles and genres of the music to be analysed or harmonised 1.4 Clarify timelines for completion of tasks and factors that may impact on it |
2. Identify musical elements | 2.1 Analyse selected music to identify elements of melody and harmony 2.2 Examine melodies and implied harmonic solutions 2.3 Confirm that the range of music elements is appropriate to meet the standard required for the analysis or harmonisation |
3. Analyse the contribution of harmony to performance and compositional outcomes | 3.1 Assess the way harmony functions to inform the distinctive character of composition, performance or arrangement in selected musical pieces 3.2 Analyse the ways harmonic elements are combined, manipulated and interpreted to achieve aesthetic, technical and/or expressive outcomes 3.3 Discuss aspects of work in progress with peers, and incorporate different ideas into the analysis as appropriate |
4. Present analysis | 4.1 Incorporate theory of harmony and related vocabulary to the analysis 4.2 Compile and document the harmonic analysis in required format within agreed timelines 4.3 Discuss harmonic analysis with appropriate people, and adjust as required 4.4 Seek feedback from appropriate people, evaluate own harmonic analysis and processes used for analysing harmony, and note areas for future improvement |