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 CUADLT402A, 'Explore the relationship between music and dance'.
- Google Links
- links to google searches, with filtering in place to maximise the usefulness of the returned results
- Reference books for 'Explore the relationship between music and dance' 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
1. Develop an understanding of standard music notation
1.1. Become familiar with signs used to interpret the rhythm
1.2. Become familiar with signs used to interpret the pitch of musical pieces
1.3. Become familiar with directions and markings
1.4. Distinguish the major characteristics of music from various musical styles with reference to their notation
1.5. Discuss issues of music notation and how they inform the process of analysing dance with relevant personnel
2. Make connections between movement and music in a cultural context
2.1. Distinguish between music from different cultural contexts
2.2. Contrast aspects of different styles of music
2.3. Analyse musical forms characteristically used to structure music in dance works from different cultural contexts
2.4. Analyse the relationship between movement and music in dance works from different cultural contexts
2.5. Define the relationship between the expressive qualities of movement and accompanying sound sources
3. Apply skills of musical analysis to dance performances
3.1. Evaluate the effectiveness of music scores in enhancing the narrative of dance works
3.2. Evaluate the effectiveness of the relationship between music and dance in a range of
3.3. Interpret rhythm from written notation and observe accented beats in responding to works
3.4. Identify the choreographic devices that have been used to structure the dance work and evaluate their effectiveness in meeting the music’s demands
3.5. Apply appropriate music and dance terminology in detailing the relationship between the use of music and the dance work narrative
3.6. Seek feedback from relevant personnel on own ability to detail the relationship between music and dance and note areas for future improvement