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 CUASOU507, 'Compile music for soundtracks'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Compile music for soundtracks' 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
ELEMENT | PERFORMANCE CRITERIA |
Elements describe the essential outcomes. | Performance criteria describe the performance needed to demonstrate achievement of the element. |
1. Confirm scope of soundtrack project | 1.1 Confirm production values and expectations with relevant people 1.2 Confirm role of all people involved in soundtrack project, including own role 1.3 Identify factors that may affect soundtrack project and plan accordingly |
2. Determine technical and musical requirements | 2.1 Confirm studio arrangements to ensure resources are sufficient to meet agreed technical and work health and safety (WHS) requirements 2.2 Obtain shot list and music components for soundtrack, and map musical events and duration to film shots 2.3 Identify specific equipment to produce required music score in line with shot list 2.4 Confirm specific equipment will be available to meet production requirements 2.5 Clarify music component sources and confirm availability in line with production schedules |
3. Compile soundtracks for moving image sequences | 3.1 Identify moving image sequences that require theme, incidental or other music 3.2 Establish routines for viewing, assessing and discussing shot material with director and film editor 3.3 Source, secure and prepare music components for soundtrack, and confirm copyright requirements are met 3.4 Use safe work practices to monitor acoustic quality of soundtrack to achieve required sound 3.5 Seek feedback from relevant people about work in progress, and modify as required |
4. Synchronise music components of soundtracks to moving image sequences | 4.1 Identify correct frame rate for video or film to ensure synchronisation between sound and images 4.2 Match music components to screen images or sequences 4.3 Confirm quality of music components aligns with overall production concept and style 4.4 Modify settings or sound quality of music components in soundtracks according to feedback and other sound elements, as required 4.5 Listen critically to timing, sequencing, sound quality and element integration to confirm integrity of soundtracks 4.6 Present completed soundtrack to relevant people in line with production requirements |
5. Evaluate work | 5.1 Evaluate process of compiling music for a soundtrack in consultation with relevant personnel 5.2 Evaluate quality and success of music soundtrack against production requirements and planned outcomes 5.3 Evaluate own role, and note areas for improvement 5.4 Compare work against previous compositions to assess innovation and development of techniques and ideas 5.5 Document evaluation outcomes and use results to improve own work practices |