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 CUAPRF504, 'Refine musical theatre techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Refine musical theatre 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 Elements describe the essential outcomes. | Performance Criteria Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Maintain a physical conditioning program | 1.1 Consult with relevant personnel and identify a range of techniques to improve stamina, strength and flexibility 1.2 Set realistic physical conditioning goals aimed at improving musical theatre techniques 1.3 Identify risk factors that may inhibit the achievement of goals and seek professional advice as required 1.4 Take fatigue and personal limitations into account when undertaking physical conditioning program 1.5 Perform warm-up and warm-down procedures in conjunction with dance or movement activities 1.6 Perform vocal warm-up procedures in conjunction with vocal activities 1.7 Ensure that clothing and footwear are appropriate for exercise regime and practising dance and movement techniques |
2. Extend and practise singing techniques for musical theatre | 2.1 Develop listening skills to produce and reproduce sound 2.2 Demonstrate correct posture and breathing techniques to facilitate free and flexible singing 2.3 Ensure maximum vocal range through practising relevant exercises 2.4 Interpret the requirements of songs to be performed 2.5 Practise a range of musical theatre singing styles and genres using relevant vocal techniques 2.6 Practise harmonising and singing in unison with other singers 2.7 Ensure phrasing is appropriate to the music |
3. Extend and conceptualise acting skills | 3.1 Apply knowledge of the dynamics of the human voice to develop own unique voice, as well as that of character roles 3.2 Extend techniques to perform dialogue, sung dialogue and dialogue as underscored 3.3 Extend ways to extend improvisations into a number of different stories 3.4 Identify characters’ actions and intent and follow through in performance 3.5 Apply techniques to develop strong, flexible and safe movements 3.6 Experiment with various acting styles and methods as appropriate 3.7 Critically analyse own work to inform technique |
4. Practise performing a complex musical theatre role | 4.1 Apply principles and characteristics of various musical theatre performance techniques 4.2 Integrate acting, singing and dancing or movement effectively to create a strong performance 4.3 Maintain balance in dynamics, style and musical expression with other singers throughout performances 4.4 Respond promptly to cues and synchronise entries and exits with other performers 4.5 Maintain concentration throughout performances 4.6 Effectively communicate interpretive requirements of other performers as required 4.7 Receive and integrate constructive feedback into performance |
5. Maintain expertise in musical theatre techniques | 5.1 Apply professional work ethic to practice and performance activities 5.2 Incorporate injury-prevention techniques into vocal, dance and movement activities 5.3 Analyse and evaluate feedback and develop strategies for possible adjustments to future work 5.4 Regularly view performances by industry practitioners as a way of sourcing new ideas, identifying trends, maintaining motivation, and improving own technique |