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 CUAMPF201, 'Play or sing simple musical pieces'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Play or sing simple 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Explore the range and capability of chosen instrument or voice
1.1 Explore the physical characteristics and basic acoustic principles of instrument or voice in producing sound
1.2 Experiment with the scope, capability and sound characteristics of instrument or voice in music making
1.3 Listen to live or recorded music, and explore a range of ways in which sound can be produced in line with selected musical style and repertoire
2. Maintain and care for instrument or voice
2.1 Use appropriate methods and cleaning products to care for, safely move, use and store instrument and accessories
2.2 Set up and/or warm up instrument or voice in preparation for practice and performance
2.3 Tune instrument appropriately, and seek feedback from relevant personnel or tuning device to confirm accuracy of tuning
3. Use personal practice time to develop skills
3.1 Listen to the work of professional musicians to identify own goals and evaluate own work against those goals
3.2 Plan activities and physical exercises to expand capacity to perform a range of short, simple pieces and a range of notes, rhythms and/or chord patterns as guided by a teacher or mentor
3.3 Use personal practice to develop physical facility, confidence and interpretation of musical terminology on instrument or voice as applicable to selected musical pieces
3.4 Listen to own work carefully to develop intonation, harmonies and/or rhythm in playing selected musical pieces, and seek feedback from relevant personnel to guide practice
3.5 Use appropriate posture and finger, hand and/or body positions to develop technical facility and maintain healthy performance habits
3.6 Develop listening skills to recognise and identify pitch, rhythm, instrumentation and musical style
4. Perform short pieces
4.1 Play or sing short, simple pieces and/or accompaniments using a basic range of techniques on instrument or voice to produce rhythmic control, applicable intonation and sound or tone production
4.2 Perform all work following agreed tempi
4.3 Apply listening skills in playing or singing short, simple pieces or accompaniments to monitor and adjust rhythmic control, intonation and sound or tone production
4.4 Apply healthy performance habits and principles in practice sessions and performances