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 CUASMT603, 'Stage manage technical and dress rehearsals'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Stage manage technical and dress 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. Prepare for technical rehearsals
1.1 Undertake hazard inspection of stage and backstage and assign crew to fix problems prior to start of rehearsals
1.2 Give safety briefing and stage orientation to cast and crew prior to start of rehearsals, note issues raised by cast, and take follow-up action as required
1.3 Implement hazard management plans and run safety rehearsals of potentially hazardous performance sequences out of context, prior to first technical rehearsal
1.4 Check venue and cueing equipment to ensure readiness prior to start of rehearsals
1.5 Ensure cueing documentation is appropriately notated following plotting sessions
1.6 Brief assistant stage manager on technical rehearsal process and liaise with heads of technical departments regarding unfinished work
1.7 Brief director and technical designers on unfinished work prior to start of technical rehearsals
2. Run technical rehearsals
2.1 Call cues and cue sequences as plotted
2.2 Make judgements about when to start, stop or cut forward
2.3 Take direction on adjustments to cueing from director and technical designers
2.4 Incorporate changes into calling notation, advise crew of changes and repeat calling sequences until satisfactory results are achieved
2.5 Take appropriate action to deal effectively with unforeseen occurrences
2.6 Ensure that cast and staging crew are advised of cueing and related adjustments to blocking
2.7 Monitor rehearsal schedule and make adjustments as required
2.8 Contribute to creative discussions and assist with problem solving during technical rehearsals
2.9 Maintain a safe working environment at all times
3. Manage technical work periods
3.1 Provide notes to cast and crew following rehearsals
3.2 Action own notes before subsequent rehearsals
3.3 Incorporate new information into procedures immediately and notate appropriately in prompt copy cueing documentation
3.4 Ensure crew members keep information on running and setting up-to-date
3.5 Micro-manage schedule details between rehearsals to ensure best use of available time and timely completion of unfinished work and changes resulting from notes
4. Run dress rehearsals and prepare for public performances
4.1 Liaise with heads of technical departments regarding work progress and ensure all production elements are ready prior to dress rehearsals
4.2 Run potentially hazardous sequences as part of performersâ€™ warm-up
4.3 Call and time dress rehearsals
4.4 Communicate with cast and crew in an open manner
4.5 Make adjustments to calling documentation taken from directorâ€™s notes after dress rehearsals
4.6 Call and run scene rehearsals out of context for difficult or imperfect sequences
4.7 Write reports for each dress rehearsal and distribute technical notes after dress rehearsals as required
4.8 Liaise with front of house manager prior to first performance to ensure that necessary arrangements are in place
4.9 Check that audience advisory signage has been posted if required