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 CUAVOS301, 'Use music and singing in performance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Use music and singing in performance' 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. Follow safe voice practices
1.1 Apply a knowledge of basic anatomy and physiology to breath control, voice production and articulation of speech
1.2 Demonstrate correct physical posture and stance to enhance efficient breathing and voice production
1.3 Discuss with relevant personnel activities and factors that may inhibit or damage voice, voice projection and singing
1.4 Perform relaxation and warm-up routines suitable for the voice in performance
2. Practise technical control and vocal range
2.1 Apply vocal techniques to show freeing and breathing exercises and flexibility and control of articulation
2.2 Extend personal potential by practising intricate arrays of singing sound through technical speech and voice exercises
2.3 Reinforce strength of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range
2.4 Enhance vocal technique, harmony, accuracy and strength through regular practice
2.5 Incorporate music and vocal practice terminology into activities and discussions
3. Perform elements of a major scale and its modes
3.1 Determine the characteristics of a style or piece of music in terms of the way musical elements are combined and manipulated or interpreted through voice and body movements
3.2 Develop a repertoire of basic music knowledge and appreciation to identify styles of composition and sounds
3.3 Read and interpret a set of notes in treble and bass clef and notes performed through singing
3.4 Reproduce through sound a course of principal chords, intervals and tetrachords of a major scale from a keyboard and from a piece of music
3.5 Sing alone, or with others, sequences of notes of a major scale using a range of pitch, time, rhythm and diatonic intervals
4. Play rhythmic music on percussion instruments
4.1 Apply understanding of the relationships between the body, voice, posture and playing musical instruments when producing sound and singing
4.2 Identify how the physical characteristics and parts of conventional and non-conventional percussion instruments produce sound
4.3 Identify the way in which musical elements and sounds produced by percussion instruments form a distinctive character of a piece of music or performance
4.4 Maintain and care for instruments and store according to manufacturer requirements
4.5 Prepare the physical environment, instruments and voice in preparation for practice and performance
4.6 Comply with health and safety requirements to minimise environmental impact of performances
4.7 Develop technical skills and proficiency in producing the required patterns, elements and techniques of singing and playing percussion instruments
5. Sing in an ensemble and solo
5.1 Play and sing a range of rhythms and styles of music on different forms of percussion instruments, solo and ensemble
5.2 Perform an ensemble of simple songs, a cappella and accompanied by music, musicians or instruments
5.3 Apply dramatic or emotive nuances to the performance of accompanied and unaccompanied songs
5.4 Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound
5.5 Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own performance skills