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 CUAMPF506, 'Present live audition programs'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Present live audition programs' 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. Plan audition program
1.1 Confirm audition requirements in consultation with appropriate people
1.2 Research the background and business of auditioning body
1.3 Plan program to suit auditioning bodyâ€™s requirements
1.4 Prepare a varied program aligned to the technical and stylistic requirements of audition, and that demonstrates own strengths in performance
1.5 Observe all protocols, either specifically prescribed by auditioning body or otherwise appropriate to context
1.6 Confirm arrangements with accompanist or ensemble to allow maximum rehearsal time
1.7 Test the audition venue and facilities in advance, or inspect to assess warm-up possibilities where possible
1.8 Organise portfolio to present to auditioning body in required format
2. Prepare for audition
2.1 Purchase or hire scores, sheet music, recordings or other materials necessary for the program
2.2 Comply with copyright and performing rights requirements for music to be performed at audition
2.3 Check and arrange that instruments and/or accessories to be used in the audition are in optimum working order
2.4 Check the tuning of instruments in advance, and take measures to enable ease and accuracy of tuning both in preparation for, and during, the audition
2.5 Confirm that dress, stagecraft presentation and equipment are appropriate to the audition venue and musical context
2.6 Inspect and try out instruments and/or equipment where possible in advance of the audition when they are to be supplied by the auditioning body at the venue
3. Present audition
3.1 Arrive at the venue in time to allow for warm up and registration procedures
3.2 Use relaxation techniques to overcome performance anxiety as required
3.3 Check that required resources are on hand and available in a manner that allows the audition to proceed without undue interruption
3.4 Perform audition program, demonstrating mastery of technical and expressive musicality of the pieces
3.5 Apply music knowledge and listening skills to adjust performance intonation, musical nuance and responsiveness to fellow performers appropriately throughout the audition
3.6 Listen carefully and respond to instructions given during the audition, including cutting off the performance if and when instructed
3.7 Maintain a positive and courteous manner with auditioner and fellow performers
3.8 Answer questions and/or present portfolio as required
4. Follow up audition
4.1 Confirm an expected time for hearing the audition outcome at the completion of the audition
4.2 Obtain details of contract interview, and follow up accordingly where result is successful
4.3 Follow up with a courteous request for appraisal and further advice where result is unsuccessful
4.4 Evaluate own audition performance and feedback received to inform future audition preparation and performance
4.5 Send follow up correspondence after each audition whether successful or not to communicate appreciation of the opportunity and to encourage further opportunities