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 CUAMPF401, 'Rehearse music for group performances'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Rehearse music for group performances' 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. Prepare for rehearsals | 1.1 Confirm rehearsal requirements and performance outcomes with relevant people 1.2 Confirm performance repertoire, materials and equipment required at rehearsals 1.3 Confirm that duration of rehearsals and planned breaks allow for the health and safety needs of performers 1.4 Check that venue facilities and equipment provide an environment that is safe and conducive to performance 1.5 Discuss and negotiate changes to rehearsal arrangements with relevant people as required |
2. Prepare own performance for rehearsal in private practice | 2.1 Identify and implement strategies for developing mastery of technical and musical demands of own parts of selected music 2.2 Allocate sufficient private practice time to prepare individual performance to the required standard 2.3 Employ practice drills to develop proficient sight reading skills to the required standard where required 2.4 Identify and remedy areas of deficiency in the performance repertoire |
3. Participate in rehearsals | 3.1 Attend rehearsals punctually with required materials 3.2 Respond promptly and accurately to directions as required 3.3 Maintain eye contact with the director and/or other ensemble players to take and give cues 3.4 Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of the rehearsal and quality of performance 3.5 Raise and resolve technical or other problems relevant to achievement of rehearsal outcomes with appropriate people 3.6 Incorporate relevant advice about own playing as required to advance quality in performance |
4. Perform to the required standard in rehearsal | 4.1 Interpret and integrate own part within overall presentation to achieve appropriate balance and musical performance outcomes in rehearsals 4.2 Contribute to a shared response to work, and adjust playing to the performing group style 4.3 Apply listening skills to evaluate and adjust own playing or singing and contribution to the performing group and context as required 4.4 Respect the working methods, personalities and special needs and contribution of other performers 4.5 Use energy during the rehearsal to enable sustained input and consistent performance quality 4.6 Apply music knowledge to enhance own performance and that of the group |
5. Contribute to a rehearsal culture | 5.1 Prepare own instrument or voice, including warm up routines, music and equipment in time to meet the demands of the rehearsal schedule 5.2 Establish and maintain empathy and rapport in performance with all members of the group to advance performance outcomes 5.3 Refine own interpretation through appropriate interaction with other performance participants 5.4 Contribute to group discussions and evaluations to encourage artistic commitment |