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 CUSMPF604A, 'Extend improvisation techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Extend improvisation techniques' 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. Set professional development goals | 1.1 In consultation with appropriate personnel, listen to recordings of own improvisations in the context of setting professional development goals 1.2 Discuss factors that contribute to excellence in improvisation and incorporate them into professional development goals as appropriate 1.3 Listen to the work of master improvisers and consider techniques that could be applied to own practice 1.4 Establish criteria for monitoring and evaluating the success of own skill development 1.5 Develop a practice plan that incorporates realistic goals as a basis for refining improvisation techniques 1.6 Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan |
2. Use personal practice time to refine techniques | 2.1 Experiment with and exploit repertoire to continuously refine improvisation techniques in both solo and group contexts 2.2 Develop confidence in own ability to create 'in the moment' responses to musical stimuli 2.3 Listen critically to own performance to assess strengths and weaknesses and adjust practice regime accordingly 2.4 Ensure that practice is undertaken with due consideration to personal health and safety |
3. Perform improvisation before an audience | 3.1 Support and enhance the contribution of others to achieve best performance outcomes 3.2 Make improvisation sensitive to the needs of other performers to stimulate the whole ensemble 3.3 Respond accurately to starting cues when performing solo improvisation 3.4 Sustain musical impetus in improvisation through dynamic use of musical elements 3.5 Maintain stylistic cohesion in the realisation of harmony, melody, and/or rhythm and musical expression 3.6 Listen carefully to other performers, respond aurally to their work and adjust own performance appropriately 3.7 Provide a clear cue to the ensemble to finish the solo section as required 3.8 Ensure that the duration of solo improvisations accord with the custom and practice of the group and/or musical style 3.9 Acknowledge applause according to the custom and practice of the group and/or musical style |
4. Evaluate own skill development | 4.1 View or listen to recordings of own performance to analyse technical and expressive aspects of own performance 4.2 Evaluate level of improvement in own improvisation techniques against agreed criteria 4.3 Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies |