Provide musical leadership in performance

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 CUAMPF507, 'Provide musical leadership in performance'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Provide musical leadership in performance' 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. Extend music techniques

1.1 Adapt acquired techniques and technical skills to the context of the chosen style or playing environment to achieve best outcomes for self and others

1.2 Establish and undertake regular music practice sessions to maintain and develop techniques to meet musical leadership requirements

1.3 Develop intellectual and emotional response to, and understanding of, music through exposure to a wide range of stimuli

1.4 Focus listening skills in all musical experiences, and use analysis of content and musical intent to enhance musical knowledge

1.5 Develop aural memory, and exercise consistently in all musical experiences

1.6 Analyse a range of works to develop broad and specialised repertoire knowledge for self and others

2. Facilitate the expression of ideas and concepts in performance

2.1 Adapt, combine and integrate techniques, disciplines and skills to enable the appropriate physical expression of concepts during performance

2.2 Focus and project interpretive response to relevant performers

2.3 Demonstrate spatial awareness in a range of playing areas, and give directions to achieve best performance outcomes for self and others

2.4 Observe work health and safety (WHS) principles in rehearsals and performances

2.5 Develop stagecraft skills by evaluating and using the physical components of performance

3. Evaluate performances

3.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of performances

3.2 Document the outcome of debriefing sessions

3.3 Reflect on own performance, and note areas for improvement

3.4 Incorporate audience responses and peer feedback on performances into evaluations

4. Enhance professional practice

4.1 Identify professional development opportunities in consultation with relevant people

4.2 Participate in professional development activities to improve work performance and maintain currency of industry knowledge

4.3 Use industry affiliations and strategic alliances to support and maintain professional practice

4.4 Seek and apply feedback from others to improve own technical and conceptual skills