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 CUAPRF408, 'Perform solo in a musical theatre context'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Perform solo in a musical theatre context' 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 rehearsals
1.1 Ensure a complete understanding of rehearsal requirements
1.2 Demonstrate physical preparedness for rehearsals
1.3 Clarify aspects of own part and solo requirements in performances as required
1.4 Refine own performance techniques for rehearsals in association with other performers as required
2. Participate in rehearsals
2.1 Perform physical and vocal warm-up and warm-down procedures in line with performance requirements
2.2 Establish effective work relationships with members of the rehearsal team to advance performance outcomes
2.3 Practise improving solo and group routines in line with performance expectations
2.4 Adapt aspects of individual performance as directed
2.5 Pace energy during rehearsals to maintain focus and consistency of performance
2.6 Collaborate in performances to achieve the overall desired outcomes
2.7 Observe protocols and behaviour expected at rehearsals
3. Perform solo elements of role
3.1 Use techniques for overcoming performance anxiety to ensure effective performance
3.2 Use voice, movement and space effectively in solo performances to communicate meaning and enhance characterisation
3.3 Speak, sing and move with confidence and a sense of spontaneity to demonstrate command of the role
3.4 Sustain complex characterisation through musicality, dance and voice phrasing, and correct timing as choreographed
3.5 Perform in a style appropriate to the context of performances
3.6 Respond flexibly and effectively to contingencies as required to maintain integrity of performances
3.7 Take staging, special effects and health and safety issues into account when performing role
3.8 Interact considerately and constructively with stage management and other artistic, venue, studio and organisational staff as required
4. Evaluate performances
4.1 Review performance in association with other performers and identify factors for future improvement
4.2 Contribute to assessment of audience response to performance
4.3 Measure own performance against previous work to assess technical and artistic development
4.4 Respond to analyses of own performance and adjust as required