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 CUSMPF503A, 'Perform accompaniment'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Perform accompaniment' 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. Prepare to perform accompaniment | 1.1 Discuss and confirm artistic vision and expected performance outcomes with appropriate personnel 1.2 Confirm own status and contribution within the overall concept, ensuring that own artistic and professional integrity are maintained 1.3 Ensure that accompaniment is within own technical and artistic level of ability 1.4 Undertake adequate personal practice to achieve the required standard before combined rehearsal period begins 1.5 Take direction from and maintain support for the principal artists in rehearsals 1.6 Develop and use strategies to overcome the effects of performance anxiety |
2. Provide accompaniment for performers | 2.1 Ensure that musical content is appropriate to the instrument, context and standard of performers 2.2 In collaboration with appropriate personnel, apply music knowledge to adapt music for the content and context of the performance 2.3 Ensure that accompaniment underpins and enhances the performance 2.4 Emphasise elements of the music appropriately for the performance 2.5 Maintain energy levels, concentration and focus throughout the performance 2.6 Ensure that practice and performance sessions allow for reasonable rest breaks appropriate to the performance context 2.7 Ensure that rehearsal and performance conditions are safe and ergonomically adequate for correct posture |
3. Provide stimulus and support for performers | 3.1 Continuously monitor and adjust to the needs of the performers' own performance 3.2 Ensure that accompaniment complements the inherent qualities of performers and follows the overall performance 3.3 Respond in a sensitive and informed way to the technical demands of the performance 3.4 Ensure that accompaniment gives clear and accurate guidance to performers as required and is capable of being reproduced exactly 3.5 Listen and adjust volume of playing to the needs of performers and context of activity throughout the performance 3.6 Maintain balance consistently between performers and accompaniment |
4. Interact with performers | 4.1 Respond sensitively to performers' emotional state 4.2 Respond sensitively to performers' artistic requirements to ensure planned performance outcomes are achieved 4.3 Adapt accompaniment to particular methods and styles of performers as required to achieve agreed performance outcomes 4.4 Ensure that conduct and appearance are appropriate to the performance context 4.5 Take and give cues reliably, promptly, accurately and sensitively |
5. Evaluate performance | 5.1 Contribute to evaluation of the performance of performers in a sensitive, constructive and unbiased way 5.2 Evaluate own performance as accompanist and note areas for future improvement 5.3 Seek feedback on own performance from appropriate personnel and incorporate suggestions into overall strategies for improving own accompaniment skills |