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 CUAMPF607, 'Lead music rehearsals'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Lead music rehearsals' 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. Develop musical direction skills
1.1 Research scores and performances with musical possibilities and outcomes in mind
1.2 Participate in formal and informal learning experiences for own artistic and professional development
1.3 Explore cultural contexts, contemporary issues and other art forms for their potential application in own work
1.4 Plan work opportunities in line with career goals and artistic aspirations
2. Prepare performance programs
2.1 Discuss vision for programs and expected performance outcomes with relevant people
2.2 Propose repertoire after discussing and confirming casting with producers
2.3 Consult appropriate people on repertoire and its suitability to scope, range and capabilities of ensemble instrumentation or vocal ranges of performers
2.4 Evaluate feedback, and use it to inform the final selection of repertoire and program
2.5 Communicate final musical vision to promoters, producers and performers
3. Prepare to rehearse performance programs
3.1 Assess musical and technical aspects of the repertoire to determine their effect on rehearsals
3.2 Prepare repertoire to ensure that performance shape and vision can be achieved with the performers and within allocated rehearsal time
3.3 Confirm that resources required for rehearsals are obtained and available
3.4 Plan specific techniques to assist communication with performers, and optimise learning of the program
3.5 Develop strategies to meet potential technical and artistic challenges
3.6 Evaluate the music and its potential expressive qualities in preparation for own conducting
4. Finalise rehearsal schedule
4.1 Allocate rehearsal time adequate to the repertoire and to achieve agreed outcomes
4.2 Communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation
4.3 Communicate details of responsibility for equipment, instruments and accessories, and venue for each rehearsal to relevant personnel
4.4 Confirm that relevant work health and safety (WHS), copyright and performing rights requirements are meet
4.5 Anticipate problems that might arise in relation to rehearsal schedule, and develop contingency plans
5. Direct rehearsals
5.1 Apply listening skills to ensure that individual and collective tuning is accurate
5.2 Use body to give clear directions for structure, beat, entry cues, dynamics, colour and expression
5.3 Recognise and work with the collective and individual skills of performers
5.4 Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence
5.5 Provide feedback to develop performersâ€™ work
6. Evaluate rehearsals
6.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes, and areas for future improvement
6.2 Document the outcome of debriefing sessions according to enterprise procedures
6.3 Reflect on own performance as rehearsal leader and othersâ€™ feedback, and note areas for future improvement