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 CUSMPF607A, 'Lead music rehearsals'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Lead music rehearsals' 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. Develop musical direction skills | 1.1 Critically research scores and performances with musical possibilities and outcomes in mind 1.2 Explore approaches in a range of art forms for their potential to assist with developing own musical direction skills 1.3 Participate in formal and informal learning experiences for own artistic and professional development 1.4 Explore cultural contexts and contemporary issues for their potential effect on own work 1.5 Plan work opportunities in line with career goals and artistic aspirations 1.6 Evaluate own work critically for overall achievement and use the opinions of others judiciously 1.7 Maintain a broad and current knowledge of the music industry through formal and informal means |
2. Prepare performance programs | 2.1 Discuss vision for programs and expected performance outcomes with relevant personnel 2.2 Discuss and confirm casting with producers to ensure appropriate repertoire decisions 2.3 Ensure that repertoire selected is appropriate to the skill level of performers and for the performance occasion 2.4 Where possible, ensure that selected repertoire provides specific development possibilities for performers 2.5 Ensure that advice and feedback are sought, evaluated and incorporated into selection of repertoire and overall program 2.6 Communicate final musical vision positively and clearly to promoters, producers and performers |
3. Prepare to rehearse performance programs | 3.1 Ensure that resources required for rehearsals are obtained and available in a timely fashion 3.2 Plan specific techniques to assist communication with performers and ensure optimum learning of the program 3.3 Assess musical and technical aspects of the repertoire to determine how they might affect rehearsals 3.4 Prepare repertoire to ensure that the performance shape and vision can be achieved with the performers within the allocated rehearsal time 3.5 Consider the possibilities of the musical style and the potential for drawing out the music's expressive qualities in own preparation for conducting 3.6 Plan strategies to meet potential technical and artistic challenges while ensuring efficient use of rehearsal time |
4. Finalise rehearsal schedule | 4.1 Clearly communicate details of rehearsal content and standard of musical preparation required to relevant personnel, allowing sufficient time for preparation 4.2 Clearly communicate details of responsibility for equipment, instruments and accessories and venue for each rehearsal to relevant personnel, allowing time for compliance 4.3 Ensure that sufficient rehearsal time is allocated to the repertoire to achieve agreed outcomes 4.4 Anticipate problems that might arise in relation to rehearsal schedule and plan accordingly |
5. Direct rehearsals | 5.1 Apply listening skills to ensure that individual and collective tuning is accurate 5.2 Use body effectively to give clear directions for structure, beat, entry cues, dynamics, colour and expression 5.3 Recognise and work with the collective and individual skills of performers 5.4 Apply music knowledge and technical skills to bring out the best in performers and to achieve performance excellence 5.5 Communicate criticism of performers' work in a balanced and supportive manner |
6. Evaluate rehearsals | 6.1 Participate in debriefing sessions with relevant personnel to identify strengths and weaknesses of rehearsal processes 6.2 Document the outcome of debriefing sessions according to enterprise procedures 6.3 Reflect on own performance as rehearsal leader and note areas for improvement 6.4 Respond appropriately to peer feedback on quality of rehearsal performances and processes |