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 CUAMPF407, 'Develop vocal techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop vocal techniques' 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 of own voice
1.1 Research the basic physiology and anatomy of the human voice in consultation with appropriate people
1.2 Develop control of the range and scope of voice, and apply to performance
1.3 Explore repertoire options that best fit own voice and vocal style
2. Care for own voice
2.1 Identify physical problems that can affect the voice, and discuss with appropriate people ways to minimise their occurrence
2.2 Discuss with appropriate people strategies for addressing problems if they arise
2.3 Develop and use regular voice warm-up and warm-down routines to prepare for practice sessions and performances
3. Develop vocal techniques
3.1 Consult with appropriate people to plan practice strategies to overcome technical challenges
3.2 Apply music knowledge to facilitate development of vocal techniques
3.3 Learn and practise a set of exercises and/or studies that systematically develops technical fluency in identified areas of weakness
3.4 Memorise lyrics and repertoire to advance performance skills
3.5 Incorporate safe and healthy performance habits into practice by using correct posture, body positions and care of the voice in line with work health and safety (WHS) principles
3.6 Seek feedback on own skill development from appropriate people, and adjust focus of practice sessions as required
4. Perform pieces
4.1 Listen critically while singing to adjust intonation and musical techniques to enhance own performance
4.2 Perform songs by memory and with melodic and rhythmic precision, attention to dynamic range and variations in techniques as required
4.3 Perform songs following agreed tempi and musical markings where relevant
4.4 Use vocal articulation, accurate intonation and tone colours to enhance the performance and emotional content of songs
5. Evaluate own performance
5.1 Listen to the work of other singers to inform own performance goals
5.2 Seek and use feedback from appropriate others to improve own performance and level of skill development
5.3 Identify ancillary skills that would enhance own performance as a singer, and plan skill development accordingly