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 CUAMUP501, 'Apply theatrical make-up and hairstyles'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Apply theatrical make-up and hairstyles' 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. Clarify theatrical make-up and hair requirements for performances
1.1 Consult with relevant personnel and determine factors that influence the styles of make-up and hair for performances
1.2 In consultation with relevant personnel, plan styles and colours of make-up and hair relevant to own performance character
1.3 Confirm final designs and plans for make-up and hair styling
1.4 Develop understanding of the essential components in a theatrical make-up kit
2. Implement make-up plans
2.1 Work with relevant personnel to examine the physical structures or features of own head and body and identify areas requiring corrective action or camouflage make-up or hair dressing
2.2 Ensure tools and equipment are sanitised and in good working order
2.3 Apply theatrical make-up in the required sequence, seeking assistance from others as required and following health and safety procedures
2.4 Work with relevant personnel as required to review make-up plans and check that final effects meet production and characterisation requirements
2.5 Document theatrical make-up designs for continuity purposes as required
3. Create hairstyles for performances
3.1 Ensure hairstyling tools and equipment are sanitised and in good working order
3.2 Use appropriate techniques to create hairstyles for performances
3.3 Correctly apply and integrate false facial hair with theatrical make-up as required
3.4 Work with relevant personnel, as required, to review hairstyle plans and check that final effects meet production and characterisation requirements
3.5 Document hairstyle designs for continuity purposes as required
4. Finalise make-up and hairstyle process
4.1 Remove theatrical make-up and deconstruct hairstyles appropriately, working with relevant personnel as required
4.2 Clean, sanitise and store theatrical make-up and hairstyle elements and components in line with organisational procedures
4.3 Implement strategies to maintain healthy skin and hair
4.4 Seek and use feedback from relevant personnel to improve on own theatrical make-up application skills