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 CUAMPF601, 'Present a music performance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Present a music 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
Elements describe the essential outcomes.
Performance criteria describe the performance needed to demonstrate achievement of the element.
1. Plan music performance program
1.1 Clarify expectations or brief for the music performance in consultation with appropriate people
1.2 Assess own repertoire, and research new repertoire possibilities to identify appropriate items to provide a balanced music performance program
1.3 Sequence items of the music performance program to maximise audience engagement and to meet own physical requirements in presenting the performance
1.4 Assess each item of the music performance program against own strengths and weaknesses in performance, taking advice from others as required
1.5 Determine and obtain resources and/or equipment required to present the piece
1.6 Finalise the music performance program in consultation with appropriate people as required
1.7 Confirm that all work health and safety (WHS) requirements are met regarding the venue
2. Prepare for the music performance
2.1 Engage in coaching, private practice and/or rehearsal sessions to achieve the required performance standard
2.2 Use rehearsals to cultivate rapport and musical empathy with accompanists or other artists, and to achieve the required performance standard
2.3 Seek and incorporate advice during performance preparation to develop and improve performance
3. Develop interpretation
3.1 Analyse the repertoire to interpret its scope, possibilities and underlying intention
3.2 Explore a variety of interpretations and musical expression, and select and develop those most suited to the music, the performance context and own technical ability constraints
3.3 Incorporate awareness of the performing space and the intended audience in the musical interpretation
4. Warm up for the music performance
4.1 Secure an appropriate warm up space to tune instruments and check all other resources
4.2 Warm up physically to ensure that sound production is secure from the beginning of the performance
4.3 Use techniques to focus on the performance and minimise performance anxiety
5. Perform before an audience
5.1 Establish and maintain communication with the audience, other artists and stage personnel using appropriate eye contact and other body language as required to ensure a cohesive performance
5.2 Adjust own performance as required through listening and responding to cues to ensure that instrumental/vocal tuning, sound production and technical performance standard are maintained throughout the performance
5.3 Sustain interpretation and expressive communication with the audience coherently and consistently, and maintain energy and focus throughout the performance
5.4 Use performance recovery measures to mitigate errors with minimum disruption to performance flow and audience experience
5.5 Respond to the audience as required by the custom or tradition of the performance context in entering and leaving the stage, accepting applause, acknowledging other artists or relevant personnel and providing encores
5.6 Present the performance according WHS principles
6. Evaluate the music performance
6.1 Use objective measures for evaluation purposes
6.2 Review own performance against previous work to assess technical and artistic development
6.3 Identify and note weaknesses and errors in the performance for analysis and remediation
6.4 Seek and use feedback from appropriate others to inform adjustments in future work