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 CUSMLT301A, 'Apply knowledge of genre to music making'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Apply knowledge of genre to music making' 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 |
Maintain and develop music knowledge | 1. Monitor relevant sources of industry information based on areas of interest, work and learning 2. In consultation with appropriate personnel, develop strategies to review and maintain knowledge of selected musical styles, artists and repertoire 3. Analyse music for its artistic and commercial qualities and features 4. Develop the capacity to analyse music artists, repertoire and trends through discussion of music performances |
Use listening skills to analyse music | 5. In consultation with appropriate personnel, determine relevant music areas for development of critical-listening skills 6. Apply critical-listening skills to live and recorded music within identified music industry contexts 7. Listen critically to identified artists and repertoire and measure actual performance against artistic and/or commercial standards and potential 8. Listen to, analyse and evaluate the contribution of technical and sound production to the success of live and recorded music products |
Maintain understanding of relevant musical genres and styles | 9. Identify and use sources of information relating to selected musical genres and styles 10. Research contemporary and/or historical artists and repertoire to inform own work and learning 11. Use knowledge of styles, artists and repertoire to contribute to own musical development 12. Apply music knowledge to own music practice |