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 CUSMPF402A, 'Develop and maintain stagecraft skills'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop and maintain stagecraft skills' 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 |
Develop stagecraft skills | 1. In consultation with relevant personnel, identify appropriate learning and stage experience opportunities to develop stagecraft skills relevant to area of music performance 2. Identify own strengths and weaknesses and determine strategies to develop stagecraft skills in line with personal goals 3. Plan stage image, including use of technology, to present a coherent and appropriate image that enhances performances 4. Use rehearsal, stage opportunities and private practice to develop stagecraft skills |
Apply stagecraft skills | 5. Present performance confidently and unselfconsciously 6. Avoid mannerisms and facial expressions that distract attention from the performance and the image being projected 7. Maintain appropriate eye contact with audience and use gesture appropriately 8. Maintain performance energy and flexibility using appropriate spontaneous or rehearsed stage movements 9. Pace performance to allow adequate energy output for the duration of performance 10. Respond flexibly to the unexpected on stage or front of house, to maintain the flow and integrity of performances 11. Interact cooperatively with other performers on stage and acknowledge their work appropriately 12. Communicate effectively with audiences before, between and after performances 13. Acknowledge applause in a manner that is appropriate to the context and sensitive to other performers |
Maintain stagecraft skills | 14. Evaluate own stagecraft to improve performance and to broaden and enhance skills in line with personal goals and career aspirations 15. Seek and use feedback from peers and leaders to improve performance and broaden and refine stagecraft skills 16. Seek and use relevant publications, work and/or study opportunities in specific aspects of stagecraft 17. Discuss perceived problems in developing stagecraft skills with relevant personnel to add value to performance and stage communication |
Maintain stage fitness | 18. Use appropriate strategies to maintain stage fitness and to counter possible damage from practice, rehearsal and performance, and/or lifting and carrying 19. Plan adequate rest breaks to maintain work performance and to counter stress and anxiety |
Avoid occupational hazards | 20. Identify and use appropriate mental and physical warm-up and warm-down exercises for all practice sessions, rehearsals and performances 21. Verify safe sound levels and use strategies for controlling the length of exposure to protect hearing 22. Perform in smoke-free environments wherever possible 23. Identify the physical risks of carrying equipment and use safe lifting practices to avoid injury 24. Apply healthy posture habits in practice, rehearsal and performance to maintain muscular and skeletal strength, avoid overuse injury, and prolong performing career 25. Report injuries or symptoms according to designated procedures, or seek medical advice promptly |