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 CUAMPF404, 'Perform music as part of a group'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform music as part of a group' 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. Perform warm-up routine | 1.1 Check instrument or voice and other equipment required for the performance to ensure their reliability in performance 1.2 Tune instrument, liaising with other group members to ensure required pitch 1.3 Warm up to ensure that sound production is secure before beginning the performance 1.4 Use relaxation techniques to overcome performance anxiety as required |
2. Apply technical and musicianship skills in performance | 2.1 Maintain concentration and focus throughout the performance 2.2 Meet the technical and interpretive requirements of the music and staging requirements of the performance 2.3 Apply music knowledge of genres, styles, musical elements, solo and ensemble practices, and music literacy to enhance interpretive aspects of performance 2.4 Use stagecraft skills and performing style appropriate to the context of the music and the performance 2.5 Respond to contingencies to maintain the integrity of the performance 2.6 Interact with stage management and other artistic, venue, studio and organisational staff as required |
3. Interact with group members | 3.1 Respond to musical, stage or studio directions, and give cues to contribute to a cohesive performance 3.2 Sustain the musical line and/or harmony in ensemble as required by the style and context of the performance 3.3 Listen critically and adjust playing and volume to achieve balance in dynamics and style with other players 3.4 Maintain responsiveness to other performers and to the music-making process throughout the performance 3.5 Synchronise own playing with that of other performers, and make music entries and exits consistent with the style of music and as agreed with other players 3.6 Demonstrate respect for other performers’ work, using appropriate communication in verbal and body language 3.7 Contribute to the dynamics of the group to ensure best performance outcome |
4. Evaluate performance | 4.1 Discuss performance against previous work with group members to assess technical and artistic development 4.2 Identify weaknesses and errors in the performance and collaboratively suggest remedies 4.3 Evaluate repertoire choice and programming to determine suitability for the group’s technical standard and style, as well as the overall musical balance in the program 4.4 Assess the role of individual performers for ensemble balance and for future performance possibilities 4.5 Evaluate the group’s stage presentation, posture, dress and movement, and determine possible improvements 4.6 Analyse audience reaction to determine ways in which communication with the audience can be improved or special audience needs can be met 4.7 Collaboratively develop strategies for refining group performance and technical skills based on outcome of evaluations |