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 CUSMPF601A, 'Present a music performance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Present a music performance' 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. Plan music performance program | 1.1 In consultation with appropriate personnel, clarify expectations with regard to the music performance 1.2 Assess own repertoire to identify appropriate components that may contribute to the music performance program and research new repertoire possibilities 1.3 Sequence components of the music performance program to maximise audience engagement and to meet own physical requirements in presenting the performance 1.4 Assess each component of the music performance program against own strengths and weaknesses in performance, taking advice from others as required 1.5 Assess and obtain resources that may be required to present the piece 1.6 Finalise the music performance program in consultation with appropriate personnel as required |
2. Prepare for the music performance | 2.1 Engage in coaching, private practice and/or rehearsal sessions to ensure that the required performance standard is achieved 2.2 Where accompanists or other artists are involved in the performance, ensure that close rapport and musical empathy are developed through rehearsals in time to achieve the required performance standard 2.3 Seek and incorporate advice during performance preparation to ensure the best possible performance |
3. Develop interpretation | 3.1 Analyse the repertoire to interpret its scope, possibilities and underlying intention 3.2 Exploit a variety of interpretations in preparing the performance to develop musical expression and to identify the most appropriate interpretations within the constraints of own technical ability 3.3 Demonstrate awareness of the performing space and the intended audience in preparing the musical interpretation |
4. Warm up for the music performance | 4.1 Secure an appropriate warm-up space to tune instruments and check all other resources 4.2 Warm up physically to ensure that sound production is secure from the beginning of the performance 4.3 Centre thoughts to focus positively on the performance and relax effectively using techniques for overcoming performance anxiety |
5. Perform before an audience | 5.1 Maintain communication with the audience, other artists and stage personnel using appropriate eye contact and other body language as required to ensure a cohesive performance 5.2 Adjust own performance as required to ensure that instrumental/vocal tuning, sound production and technical performance standard are maintained throughout the performance 5.3 Sustain interpretation and expressive communication with the audience coherently and consistently, and maintain energy and focus throughout the performance 5.4 Recover errors in performance with minimum disruption to performance and audience experience 5.5 Respond to the audience as required by the custom or tradition of the performance context in entering and leaving the stage, accepting applause, acknowledging other artists or relevant personnel and providing encores 5.6 Present the performance with due regard to OHS considerations |
6. Evaluate the music performance | 6.1 Use objective measures to evaluate the success of the music performance 6.2 Measure own performance against previous work to assess technical and artistic development 6.3 Identify and note weaknesses and errors in the performance for analysis and remediation 6.4 Assess feedback and use for possible adjustment in future work |