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 CUSMPF605A, 'Develop advanced vocal techniques'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Books
- Reference books for 'Develop advanced vocal 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 |
Use personal practice time to refine skills | 1. In consultation with appropriate personnel, identify strengths and weaknesses in own performance skills 2. Develop a practice plan and strategies that incorporate realistic goals as a basis for refining performance technique 3. Identify repertoire that will help achieve technical and expressive development goals and incorporate them into practice plan 4. Ensure that practice routine makes best use of resources 5. Use private practice to continuously develop technical control of voice to enhance musical expression and refine individual style 6. Experiment with and exploit repertoire and exercises to continuously refine technical accuracy 7. Listen critically to own performance to assess technical strengths and weaknesses and adjust practice regime accordingly 8. Ensure that practice is undertaken with due consideration to personal health and safety |
Plan repertoire to meet performance goals | 9. Research new repertoire to identify pieces or works that advance performance scope and skills 10. Use opportunities to trial new work for peers and/or mentors and incorporate their critical feedback into private practice 11. Practise a range of pieces or works that focus on identified areas of technical development 12. Include new pieces from a range of repertoire for listening and private practice to identify options for repertoire development |
Use technical skills to convey interpretive and expressive qualities in performance | 13. Enhance the performance and emotional content of songs through creative use of vocal articulation and tone colours 14. Consistently and reliably demonstrate control of sound production across the range of repertoire for the selected musical style 15. Continually extend physical coordination and control over the voice to produce a highly accomplished standard of performance 16. Listen to own work critically to produce accurate intonation and tone colour across the dynamic range of the instrument |
Present a professional performance program to an audience | 17. Write a program for the performance 18. Undertake appropriate psychological and vocal warm-up and warm-down activities to enhance short and long-term performance outcomes 19. Interpret songs from memory, improvisation or reading from charts or musical notation as required 20. Count in a band as required 21. Perform a range of songs in a fluent and confident manner to a professional performance standard 22. Use vibrato for a variety of musical effects as required 23. Control intonation, rhythm, tempi, expression, phrasing and nuance to a professional performance standard appropriate to the repertoire and musical style 24. Recover errors in performance with minimum disruption to performance and audience experience 25. Maintain stage fitness to ensure a professional technical standard in performance |
Evaluate technical skills in performance | 26. View or listen to recordings of own performance to analyse technical and expressive aspects of own performance 27. Note areas for improvement and take action accordingly 28. Seek feedback on performances from appropriate personnel and incorporate their feedback into own continuous improvement strategies |