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 CUSMPF401A, 'Rehearse music for group performances'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Rehearse music for group performances' 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 |
Prepare for rehearsals | 1. Confirm rehearsal requirements with relevant personnel 2. Confirm repertoire for performance and materials and equipment required at rehearsals 3. Confirm that rehearsals are of reasonable length and include appropriate breaks to allow for the physical needs of performers 4. Confirm that facilities and equipment provide an environment that is safe and conducive to learning and performance 5. Discuss and negotiate changes to rehearsal arrangements with relevant personnel as required |
Prepare own performance for rehearsal in private practice | 6. Identify and implement strategies for developing rehearsal skills 7. Allocate sufficient private practice time to prepare individual performance to the required standard 8. Where required, ensure that sight reading will be performed accurately and to the required standard 9. Develop instrumental or vocal technique to the standard required by the repertoire 10. Identify and remedy areas of deficiency in the performance repertoire |
Participate in rehearsals | 11. Attend rehearsals punctually with required materials to hand 12. Respond promptly and accurately to directions as required 13. Take and give cues reliably, promptly, accurately and sensitively 14. Communicate problems or issues that are relevant to the group in a constructive and timely manner, reflecting an understanding of the group and the achievement of rehearsal outcomes 15. Maintain effective eye contact with the director and/or other ensemble players where appropriate to ensure a cohesive performance 16. Discuss stylistic and interpretive questions at appropriate times and in an appropriate manner so as to maintain the flow of the rehearsal and quality of performance 17. Discuss and resolve technical or other problems in a positive and appropriate manner 18. Incorporate relevant advice about own playing as required to advance quality in performance |
Perform to the required professional standard in rehearsal | 19. Identify, interpret and prepare musical line within the overall work to the standard required for performance 20. Integrate own part within overall presentation to advance best performance outcomes 21. Contribute to a shared response to work and adjust playing to the performing group style 22. Adapt contribution to the performing group and the particular context as required 23. Recognise and support the contribution of other artists appropriately 24. Respect the working methods, personalities and special needs of other performers 25. Harness and pace energy during the process to enable sustained input and consistent performance quality 26. Apply listening skills to continuously evaluate and adjust own work 27. Apply music knowledge to enhance own performance |
Contribute to a rehearsal culture | 28. Prepare own instrument, music and/or equipment in time to meet the demands of the rehearsal schedule 29. Establish and maintain empathy and rapport in performance with all members of the group to advance performance outcomes 30. Refine own interpretation through appropriate interaction with other performance participants 31. Support all performers to encourage artistic commitment |