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 CUFDRT501A, 'Direct rehearsals of performers'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Direct rehearsals of performers' 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
1. Plan rehearsals.
1.1. Breakdown script or brief to establish achievable rehearsal schedules for production.
1.2. Establish key dramatic elements to be addressed in rehearsal, and plot and document scenes.
1.3. Note areas of scripts that require special attention and prioritise scenes that may need additional emphasis in rehearsal.
1.4. Undertake research from a range of sources to enhance artistic interpretations of script materials.
1.5. Liaise with relevant production personnel to ensure availability of rehearsal infrastructure and production requirements.
1.6. Establish effective communication processes with relevant production personnel and ensure that documentation requirements are fulfilled.
2. Conduct initial read-throughs.
2.1. Brief relevant production personnel on intended creative, dramatic and technical aspects of productions.
2.2. Initiate appropriate rehearsal exercises with a view to establishing cast cohesion and communication within production requirements.
2.3. Conduct an initial read-through of script materials to identify key dramatic elements and proposed visualisation of narrative.
2.4. Discuss interpretations of script and characterisations with performers and record responses for potential inclusion in productions.
2.5. Provide performers with additional materials and sources to assist with their interpretation of characters and to enhance the quality of their performance.
3. Conduct rehearsals.
3.1. Conduct appropriate rehearsal exercises and strategies, incorporating innovative ideas to enhance overall performance.
3.2. Assist performers to understand the plan for realising the translation of scripts from written to visual narratives.
3.3. Discuss dramatic elements of scenes with performers and work together to refine and improve quality of performances.
3.4. Assist performers to take account of a range of performance factors as they work on realising the relationship between the visual and narrative aspects of scripts.
3.5. Monitor disposition of performers throughout rehearsals and create an environment that allows them to achieve optimum results from their performance.
3.6. Develop and establish blocking and staging of each scene with relevant production personnel, noting input from participants.
3.7. Ensure performers understand the context of blocking and staging arrangements in each scene.
3.8. Provide feedback to performers during rehearsals in a clear and constructive manner.
4. Direct final rehearsals.
4.1. Liaise with relevant production personnel to finalise technical and design requirements for a full dress rehearsal.
4.2. Conduct final rehearsals, incorporating planned and rehearsed aspects of the production.
4.3. Evaluate all aspects of rehearsals, including own performance, and note areas for improvement.
4.4. Provide constructive feedback to relevant production personnel on their performances and invite comment on the rehearsal process.