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 CUSMPF602A, 'Manage stagecraft aspects of performances'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Manage stagecraft aspects of 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
1. Plan stagecraft aspects of performances
1.1 Collaborate with appropriate personnel on the design of performances and order of repertoire
1.2 Generate a range of preliminary ideas about aspects of stagecraft that could be used to enhance performances from an audience perspective
1.3 Discuss and refine ideas with appropriate personnel until an agreed approach emerges
1.4 Agree on how each person involved in performances will contribute to stagecraft aspects of performances
1.5 Ensure that equipment being used during performances supports stagecraft aspects of performances
1.6 Anticipate problems that may arise and plan accordingly
1.7 If possible, organise performances to be recorded for later evaluation
2. Lead a group during performances
2.1 Collaborate with appropriate personnel during performance set-up to ensure that stagecraft aspects of performances will run as planned
2.2 Run through planned stagecraft aspects of performances in rehearsals as required
2.3 Conduct a pre-performance check with group members to ensure that they are ready to perform as planned
2.4 Organise any last-minute changes to stagecraft aspects of the performance in a way that causes least disruption to the performance
2.5 Perform own role confidently, including introductions, segues and concluding remarks as required
2.6 Respond flexibly to the unexpected on stage or front of house, to maintain the flow and integrity of performances
2.7 Interact cooperatively with other performers on stage and ensure that their work is appropriately acknowledged
2.8 Communicate effectively with audiences before, between and after performances
3. Evaluate stagecraft aspects of performances
3.1 View or listen to recordings of performances to assess strengths and weaknesses in relation to stagecraft
3.2 Seek feedback from appropriate personnel and incorporate their feedback into continuous improvement strategies