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 CUSMPF606A, 'Conduct musical performances'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Conduct musical 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 performances | 1. Arrive punctually and check that equipment, instruments and accessories are at hand 2. Foster group cohesion by communicating calmly and supportively with performers during warm-up 3. Communicate last minute contingency measures calmly where required and anticipate consequences 4. Ensure that warm-up is appropriately brief and balanced, with minimal revision, to assist self and performers to prepare for the performance psychologically, physically and artistically 5. Where possible ensure that the warm-up venue is conducive to a positive outcome 6. Apply listening skills to ensure that individual and collective tuning of instruments is accurate |
Observe protocols during performances | 7. Dress appropriately for the performance occasion 8. Acknowledge the concertmaster according to stage protocol 9. On arrival at the podium acknowledge the audience with a bow 10. Observe performers to ascertain and expedite performance readiness 11. Observe audience for performance readiness and delay performance for a reasonable time as required 12. Acknowledge performers at the conclusion of performances or at other appropriate times 13. Acknowledge final applause with a bow or other appropriate response |
Interact with performers | 14. Make personal preparation and understanding of the score evident during performances 15. Communicate musical leadership clearly to performers through demeanour and body language 16. Maintain the engagement of all performers and direct energy to achieve performance excellence 17. Ensure that overall acoustic balance of instrumental and/or electronic forces is consistent and appropriate 18. Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence 19. Monitor the body language of performers and ensemble members as a measure of their confidence in the conductor/director 20. Respond quickly and effectively to performance variations and minimise the consequent effect of any disruption 21. Maintain balance between the aspirations of different performers and their functions within the overall work |
Interact with audiences | 22. Establish effective contact with audiences in line with performance context 23. Control behaviour from the moment of entry to final exit in line with performance context 24. Direct verbal communication to audience audibly as required to contribute to their overall understanding of works 25. Achieve and sustain audience engagement throughout performances 26. Maintain responses to audiences in an alert, sensitive and courteous manner |
Evaluate own performance | 27. In consultation with relevant personnel, evaluate performances against planned outcomes 28. Assess own performance for its success in achieving the potential of musical works and performers 29. Measure performance against previous performances to assess own development 30. Assess performances for potential contribution they may make to future work 31. Identify aspects of own performance that could be improved 32. Respond to feedback constructively and apply to future work as appropriate |