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 CUSMCP602A, 'Extend techniques for arranging music'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Extend techniques for arranging music' 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 |
1. Set professional development goals | 1.1 In consultation with appropriate personnel, listen to recordings of own music arrangements in the context of setting professional development goals 1.2 Discuss factors that contribute to excellence in arranging music and incorporate them into professional development goals as appropriate 1.3 Listen to the work of master composers and arrangers and consider techniques that could be applied to own practice 1.4 Establish criteria for monitoring and evaluating the success of own skill development 1.5 Develop a practice plan that incorporates realistic goals as a basis for refining music-arranging techniques 1.6 Implement networking strategies to develop relationships that will assist in the process of enhancing own professional practice |
2. Use personal practice time to refine techniques | 2.1 Seek feedback on and critically review a sample of own arrangements in terms of how well they fulfilled their respective briefs 2.2 Experiment with ways of enhancing those arrangements to produce better outcomes 2.3 Use opportunities to discuss revised arrangements with peers and/or mentors and incorporate their critical feedback into continuous improvement strategies |
3. Arrange music | 3.1 Seek music arranging work that extends the range of own practice and helps to build confidence in own ability to respond to creative challenges 3.2 In response to briefs, generate a range of musical ideas or starting points and experiment with options for realising them 3.3 Discuss options with appropriate personnel and refine ideas as required 3.4 Apply a full range of techniques to organise musical elements into working versions of musical pieces 3.5 Obtain copyright clearances and address issues regarding intellectual property rights as required 3.6 Listen to work in progress with appropriate personnel and seek feedback on how well arrangements meet creative and technical requirements 3.7 Incorporate ideas and suggestions into final arrangements 3.8 As required, attend rehearsals or performance workshops where arrangements are being played and make any necessary adjustments 3.9 Present all arrangements in required format by agreed deadline |
4. Evaluate own skill development | 4.1 Compare work against previous arrangements to assess development of techniques and ideas 4.2 Evaluate level of improvement in own music-arranging techniques against agreed criteria 4.3 Seek feedback on arrangements from appropriate personnel and incorporate their suggestions and ideas into own continuous improvement strategies |