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 CUAMPF408, 'Develop performance techniques on a second instrument'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop performance techniques on a second instrument' 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 the second instrument
1.1 Compare physical characteristics and basic acoustic principles of second instrument with those of primary instrument, in consultation with appropriate people
1.2 Plan development of performance technique to build on applying existing techniques and skills to mastering the second instrument
1.3 Experiment with and develop control of the range and scope of instrument, and apply to performance
1.4 Explore capability of second instrument in line with repertoire requirements
2. Maintain and care for the instrument
2.1 Use appropriate methods to care for, move, use and store the instrument securely in line with work health and safety (WHS) principles
2.2 Set up and/or warm up the instrument or voice in preparation for practice and performance
2.3 Use instrumental accessories, fittings, maintenance and cleaning products to care for the instrument and enhance performance outcomes
2.4 Tune the instrument appropriately to the required standard and tuning conventions
3. Use practice time to develop performance technique
3.1 Consult with appropriate people to plan practice sessions aimed at developing techniques and overcoming technical challenges
3.2 Apply music knowledge of basic musical elements to develop performance technique
3.3 Systemically practise exercises and/or studies that develop technical fluency in identified areas of weakness, as well as selected pieces
3.4 Incorporate safe and healthy performance habits into practice by using correct posture and finger, hand and/or body positions in line with work health and safety (WHS) principles
3.5 Seek feedback on own skill development from appropriate personnel, and adjust focus of practice sessions as required
4. Perform pieces
4.1 Play pieces from a range of repertoire using techniques on instrument or voice to produce rhythmic control, applicable intonation and sound or tone production
4.2 Perform all work following agreed tempi and musical markings where relevant
4.3 Apply listening skills in playing or singing simple pieces or accompaniments to monitor and adjust rhythmic control, intonation and sound or tone production
5. Evaluate own performance
5.1 Listen to the work of other musicians to inform own performance goals
5.2 Seek feedback from appropriate others on own performance and level of skill development
5.3 Act on feedback from relevant others and own observations of performance and skill development to plan future improvements.