Apply the Alexander technique in performance

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 CUAWHS404, 'Apply the Alexander technique in performance'.
Google Links
links to google searches, with filtering in place to maximise the usefulness of the returned results
Books
Reference books for 'Apply the Alexander technique 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

Elements describe the essential outcomes.

Performance Criteria

Performance criteria describe the performance needed to demonstrate achievement of the element.

1. Refine understanding of tension patterns

1.1 Discuss with relevant personnel the principles and application of the Alexander technique in a performance context

1.2 Develop observational skills to describe movement patterns in self and others and to identify inappropriate patterns of tension during simple movements

1.3 Use knowledge gained from discussion and critical analysis to make an inventory of own inappropriate patterns of tension during simple movements and while performing

2. Elicit constructive change in postural support

2.1 Under guidance, develop techniques for preventing harmful patterns of tension while standing, making simple movements and performing

2.2 Initiate and maintain prevention of previously recognised habitual responses during simple and skilled activities

2.3 Apply an understanding of dynamic relationship of head and spine to elicit positive change in postural support during simple and skilled activities

2.4 Apply an understanding of how to organise human mind-body response to simple and skilled activities with respect to coordination of head, neck and back

2.5 Extend the effect of thinking on performance and experiment with conscious thinking techniques as a way of influencing physiology and coordination

2.6 Document own process of change and discuss with relevant personnel ways of overcoming issues

3. Minimise physiological distress during performance

3.1 Analyse the symptoms of physiological distress and ways of minimising the risk of experiencing it

3.2 Make an inventory of own indicators of physiological distress

3.3 Use techniques based on an understanding of dynamic relationship of head to spine to intervene during simple and skilled activities to prevent physiological distress

3.4 Monitor own ability to consciously organise movement and posture efficiently during practice and performance, and work on aspects that need improvement