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 CUAVOS302, 'Develop vocal techniques for use in performance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Develop vocal techniques for use 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 understanding of basic anatomy and physiology to breath control, voice production and articulation for speech and singing
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 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 Reinforce strengths of voice and throat by undertaking ongoing exercises to maintain and develop posture, breathing control and vocal range
2.3 Extend personal potential by practising intricate arrays of sound through speech and voice exercises
2.4 Express different sounds using a range of the bodyâ€™s resonators in voice and speech exercises
2.5 Implement methods for maintaining and developing vocal register and resonance
3. Practise vocal expression required for a range of text types
3.1 Interpret a variety of meanings and vocal expressions in a range of dramatic text styles and performance circumstances
3.2 Locate vocal characterisations and dramatic or emotive nuances in texts
3.3 Apply appropriate control of vocal techniques in a range of vocal expressions from a variety of dramatic texts
3.4 Extend comic and dramatic qualities in a range of texts
3.5 Practise diction, timing, voice adaptation, dialects and accents through a variety of performance texts
3.6 Observe correct protocols and cultural maintenance where text or stories with cultural content are to be used in performances
4. Apply dramatic vocal techniques in a range of performance circumstances
4.1 Apply understanding of the principles of non-verbal communication to changes of tone, timbre of voice and projection of vocal sound
4.2 Apply dramatic or emotive nuances when performing vocal expression of characters from texts
4.3 Adapt use of voice, speech, body, emotions and dramatic licence appropriate to context of texts in solo and ensemble performances
4.4 Use pitch, pace and pause skilfully and imaginatively
4.5 Apply range, inflection and tone to convey meaning
4.6 Produce improvisation responses during performances
4.7 Discuss performance with relevant personnel and use feedback to identify and develop ways to improve own vocal performance techniques