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 CUAMPF203, 'Develop ensemble skills for playing or singing music'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop ensemble skills for playing or singing 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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Research ensemble playing | 1.1 Use appropriate strategies to investigate different types of ensembles and instrument combinations 1.2 Discuss ensemble protocols and different roles within the ensemble including accompaniment and solo playing 1.3 Discuss, with appropriate people, issues and challenges that arise in the context of playing in an ensemble, and how to address them 1.4 Confirm own role and that of others in ensemble |
2. Use group practice time to develop performance skills | 2.1 Discuss practices for safe set up and warm up for group practice sessions 2.2 Select repertoire suited to the performance skills of ensemble members guided by a teacher or mentor 2.3 Practise performing pieces together as a group, taking and giving cues as required 2.4 Discuss musical structure, style and form with group members and appropriate people and determine performance arrangement 2.5 Identify areas that need to be improved and incorporate into practice sessions as required in collaboration with other members of the group |
3. Perform short, simple pieces as part of an ensemble | 3.1 Perform warm-up routines as required 3.2 Take and give cues and contribute to a cohesive performance 3.3 Synchronise own playing or singing with that of other performers 3.4 Maintain accuracy in own musical entries and exits throughout the performance 3.5 Apply listening skills and adjust own playing or singing as necessary to achieve required sound 3.6 Comply with work health and safety requirements in practice sessions and performances 3.7 Review how well the group played together and agree on ways to improve performances |