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 CUAMPF606, 'Conduct musical performances'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Conduct musical performances' 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. Prepare for performances
1.1 Study performance works prior to rehearsals
1.2 Confirm that the warm up facility and the venue meet work health and safety (WHS) requirements
1.3 Complete pre-performance checks of equipment, instruments and accessories to confirm that resources are available as required
1.4 Use appropriate warm up to assist self and performers to prepare psychologically, physically and artistically
1.5 Communicate last minute contingency measures calmly where required, and anticipate consequences
1.6 Apply listening skills to confirm that individual and collective tuning of instruments is accurate
2. Observe protocols during performances
2.1 Dress appropriately for the performance occasion
2.2 Acknowledge the concertmaster and audience according to stage protocols
2.3 Observe performers and audience to ascertain and expedite performance readiness
2.4 Engage and communicate with audience appropriate to the performance context
2.5 Acknowledge performers and audience at the conclusion of performances or at other appropriate times
3. Interact with performers
3.1 Demonstrate knowledge of the score during performances
3.2 Communicate musical leadership clearly to performers through demeanour, body language and cues
3.3 Maintain the engagement of all performers, and direct energy throughout performance
3.4 Maintain acoustic balance of instrumental and/or electronic forces
3.5 Apply music and instrument or vocal knowledge and technical skills to enhance individual and collective performance
3.6 Monitor the body language of performers and ensemble members, and respond appropriately
3.7 Respond to performance variations and adapt to minimise any disruptions to performance flow
3.8 Maintain balance between the aspirations of different performers and their functions within the overall work
4. Evaluate performance
4.1 Evaluate performances against planned outcomes in discussion with relevant people
4.2 Review own performance for its success in achieving the potential of musical works and performers, and identify aspects that could be improved
4.3 Assess performances for potential contribution they may make to future work