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 CUAMPF605, 'Develop advanced vocal techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop advanced 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. Use personal practice time to refine skills
1.1 Identify strengths and weaknesses in own performance skills in consultation with appropriate people
1.2 Develop a practice plan and strategies that incorporate realistic goals for refining performance technique
1.3 Identify and incorporate into practice plan repertoire to achieve technical and expressive development goals
1.4 Ensure that practice routine optimises use of voice, time and performance space
1.5 Develop technical control of voice to enhance musical expression and refine individual style
1.6 Experiment with repertoire and exercises to refine technical accuracy
1.7 Listen critically to own performance to evaluate technical strengths and weaknesses, and adjust practice regime accordingly
1.8 Ensure that practice is undertaken with due consideration to personal health and safety
2. Plan repertoire to meet performance goals
2.1 Research new repertoire to identify pieces or works that advance performance scope and skills
2.2 Use opportunities to trial new work for peers and/or mentors, and incorporate their feedback into private practice
2.3 Practise a range of pieces or works that focus on identified areas of technical development
2.4 Select repertoire, ensuring that relevant copyright and performing rights requirements are met, and determine order of items for performance
2.5 Devise a program for performance, and source any accessories or equipment required
2.6 Rehearse program with accompanist(s) or band as applicable
3. Convey interpretive and expressive qualities in performance
3.1 Use vocal articulation and tone colours to interpret and realise the emotional content of songs
3.2 Demonstrate control of sound production across the range of repertoire for the selected musical style
3.3 Extend physical coordination and control over the voice to produce a highly accomplished standard of performance
3.4 Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument
4. Present a professional performance program to an audience
4.1 Undertake appropriate psychological and vocal warm up and warm down activities to enhance performance outcomes
4.2 Interpret songs, perform from memory, improvise or read from charts or musical notation as required
4.3 Use verbal and non-verbal cues to indicate start, end and changes throughout the performance
4.4 Use vibrato and a range of vocal techniques to create a variety of musical effects as required
4.5 Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style
4.6 Use performance recovery measures to mitigate errors, with minimum disruption to performance flow and audience experience
4.7 Maintain stage fitness to ensure a professional technical standard in performance
5. Evaluate technical skills in performance
5.1 View or listen to recordings of own performance to analyse technical and expressive execution
5.2 Note areas for improvement, and take action accordingly
5.3 Seek feedback on performances from appropriate people, and incorporate their feedback into own strategies for future improvements