Bachelor of Music - Performance Year 1 Unit Outline

Unit of Study - Performance

The following applies to Year One Bachelor of Music students.

Unit Outlines

Unit Name

PERFORMANCE

Unit Code

PERFOR 101

Unit Duration

Year long unit over 4 terms

Year Level

One

Module

Solo, Ensemble, Choir/Conducting

Module Codes per semester

PERFSO1001

PERFSO1002

Year Coordinator

Dr Matthew Fields

Unit Coordinator

Dr Ern Knoop

Teaching Staff

Lecturer:      Bernadette Norton
Tutors: Bernadette Norton, Leonie Wobking, Trevor McQuade, Glen Carter-Varney, Dr Kerwyn Alley, Mal Sedergreen, Greta Grybaitis, Melinda Huang, Mary Ann Mangion-Needham

Core/Elective

Core

Pre/Co-requisites

Nil

Credit Points

13 per term; 52 per year
Solo 10 per term
Ensemble 2 per term
Choir/Conducting 1 per term
Course total = 156

Mode of Delivery

x Face to face
x Online
x Distance/independent learning (un-timetabled)
x Full-time
x Part-time
x External

Delivery/ Contact Hours per week

Performance – 3 hours
- Solo - 1 hour
- Ensemble - 1 hour
- Choir - 1 hour
Tutorial – 1 hour
Personal Study recommended – 11.5 hours

Award(s)

Bachelor of Music

Resource Requirements

  • Instrument
  • Instrumental tutor (specialist instruments only)
  • Video camera (distance students)
  • Web camera (distance students)
  • Software
  • Computing resource requirements
  • Technical Help
 

Unit Aims

The aim of this unit is to develop performance and technical skills in students: at a proficient level as a soloist and in a group ensemble/choir; to lead and conduct small group ensembles, and develop awareness of professionalism applied in stagecraft and interaction with the audience. 
To achieve this, students will complete weekly tutorials in their principal instrument, and perform live during solo performance, ensemble and choir lectures. 

Learning Outcomes

On successful completion of this unit, students are expected to be able to:

  1. Select and perform appropriate repertoire as a soloist while combining musicianship skills and physical attributes to implement and maintain stamina for performing at a Proficiency standard. Apply rehearsal and memorisation techniques, sight-reading skills and professionalism in all aspects of performance using performance conventions and etiquette.
  1. Maintain technical control and fluency with increased sensitivity to musical expression capturing the style and emotion of selected repertoire.  Perform with confidence and demonstration of secure intonation, phrasing, dynamics, ornamentation, timing and tonal balance.
  2. Generate solutions for technical difficulties by analysing and evaluating technical demands and stylistic requirements in selected repertoire.  Communicate musical concepts, apply appropriate stagecraft and interact with a variety of audiences effectively.
  3. Apply analytical and problem solving skills to written work, demonstrating stylistic awareness, and interpretive skills to successfully communicate knowledge of performance.
  4. Implement musically aesthetic qualities of musicianship and technical skills by developing a variety of skills such as a range of vocal techniques, aural awareness, sight-reading, rehearsal techniques, professionalism and knowledge in performing or conducting ensemble and choral works.
  5. Collaborate with others and display leadership skills to rehearse and conduct an instrumental ensemble with confidence and conviction.  Competently perform and follow direction cooperatively during set rehearsals as a group, in formal and informal presentations and apply appropriate organisational and event management skills.

 

Teaching Outline

Year 1

A minimum of four solo works and all technical work at a Bachelor Year One standard (equivalent to AGME Proficiency standard), selected from the nominated list after discussion with the tutor.  A minimum of four ensemble pieces demonstrating teamwork, musicality and leadership skills.  A minimum of four choir performances.

SOLO PERFORMANCE

Term One & Two

Students will perform technical work and two selected pieces at a basic standard.

Students will perform in at least two live public performances.

Students are to perform in an exam at the end of each term.

Students will perform solo pieces each week with technical exercises during tutorials with their tutor. 

Students will perform each week before the class to expand repertoire (own choice pieces).

ENSEMBLE PERFORMANCE

Term One & Two

Students will perform and lead ensemble groups as directed by the Lecturer/tutor. Distance students will be given the option if suitable members/groups are not accessible to perform with backing tracks.

Students will study and develop stagecraft skills and assess other musician’s stage presence.

CHOIR PERFORMANCE

Term One & Two

Students will participate in choir practice and performances. Distance students will perform in local choirs or with backing tracks.

SOLO, ENSEMBLE AND CHOIR PERFORMANCE

Term Three & Four

A continuation of the material as listed yet higher skill levels will be expected in all areas and the final two pieces to be performed.

At the end of the third term all students should be at a minimum pass standard. 

In the fourth term students will fine tune their musical skills to prepare for the final presentation of all 4 pieces and technical work which is required for the final end of year examination at a year 3 standard [equivalent to AGME Proficiency standard].

 

 

Prescribed and recommended readings:

Required textbook(s)

  • Each student will be required to purchase or view the Guild handbook in relation to their instrument (for a list of technical requirements) & obtain an instrumental performance syllabus (see below for more information).  If a student has purchased an outside syllabus from a previous course it is up to the student to view the AGME syllabi and check with their tutor if it is at the same level that is required from the Guild.
  • If pieces are not listed in the current AGME syllabi the student is to submit a copy to be approved by the Lecturer in Charge.

Online Book/Video Access (MOODLE)

  • AGME – Instrumental Performance syllabi (Piano, Guitar, Clarinet, Violin, Viola – available online, http://www.guildmusic.edu.au/Pages/AGMS%20Pages/AGMS-Sales.html ); additional instrument syllabi being updated and are available in printed versions for the cost of printing.
  • AGME – Performance Requirements Guide
  • AGME - Sight Reading syllabi

Reference Materials
Peer-reviewed journals and websites (advised during lectures). Some examples are listed below.
Music & Performing Arts, Last Updated: Feb 17, 2014 <http://subjectguides.library.uws.edu.au/print_content.php?pid=51935&sid=4390533>

Guide to Performing: Singing, 2014 Guardian News and Media Limited or its affiliated companies.
<http://www.theguardian.com/music/series/guide-to-performing-singing>

Stage Fright (Performance Anxiety), 2013 WebMD, Reviewed by Joseph Goldberg, MD on May 04, 2013 <http://www.webmd.com/anxiety-panic/guide/stage-fright-performance-anxiety>

Playing for a Crowd: Hints and Tips, Play in public confidently and with ease with these helpful tips By Dan Cross 2014 About.com <http://guitar.about.com/od/beginners/a/playing_crowds.htm>

Overcome Performance Anxiety, Conquer Stage Fright, companion site to The Musician's Way: A Guide to Practice, Performance, and Wellness by Gerald Klickstein, published by Oxford University Press, 2009-2014 by Gerald Klickstein, <http://www.musiciansway.com/performance.shtml>

Performance Hints & Techniques in Piano Playing and the Music of Chopin by Dr. Richard Dowling
http://www.richard-dowling.com/ChopinLecture.html

Musicians and Performance Anxiety By: Kevin Sinclair, 2014 Streetdirectory <http://www.streetdirectory.com/travel_guide/13256/entertainment/musicians_and_performance_anxiety.html>

 

Student assessment 

Assessment Type

When assessed

Weighting
(% of total unit marks)

Learning Outcomes Assessed

Assessment 1a
Type: Assignment – Performance Program
Word length: 600
Topic: Research and present a report listing your findings on ‘Performance Programs’.  Include comments on selection of music, general content, messages of appreciation, details of the composer/performer, venue and time details.

Term 1, Week 9

2%

4

Assessment 1b
Type: Practical & Written - Solo
Word length: 200
Topic: Students are to perform the listed set of technical exercises for this term and two contrasting pieces/songs at the required year one level, in contemporary/classical/combined musical style (equivalent to AGME public examinations Proficiency level) for their instrument. Students are to introduce each selection, demonstrate stagecraft and present a performance program. Performance time: 20 minutes minimum.  Distance students will film their performance before a supervisor and submit a video/DVD.

Term 1, Week 9

8%

1, 2, 3, 4

Assessment 1c
Type: Practical - Ensemble
Word length: n/a
Topic: Students will perform 1 piece/song of your own choice, and lead ensemble groups as directed by the Lecturer/tutor. Distance students will be given the option, if suitable members/groups are not accessible, to perform with backing tracks. Observation of practice session will also be assessed for teamwork, verbal communication, maintaining rhythm and musicality. Distance students will film performance and submit a video/DVD.

Term 1, Week 9

6%

5, 6

Assessment 1d
Type: Practical - Choir
Word length: n/a
Topic: Students will participate in choir practice and performances. Distance students will perform in local choirs or harmonise with backing tracks and submit a video/DVD of their performance.

Term 1, Week 9

2%

5, 6

Assessment 2a
Type: Assignment – Assessing Performance
Word length: 600
Topic: Research a variety of assessment methods and compare performance assessments.   Include approaches students could take to improve their performance results and provide a rationale.

Term 2, Week 18

2%

4

Assessment 2b
Type: Practical & Written - Solo
Word length: 200
Topic: Students are to perform the listed set of technical exercises and two contrasting pieces/songs at the required year one level in contemporary/classical/combined musical style (equivalent to AGME public examinations Proficiency level) for their instrument. Note that pieces are to be the same as performed in Term 1, however, students are to demonstrate considerable improvement from the previous Term. 
Students are to introduce each selection, demonstrate stagecraft and present a performance program. Performance time: 20 minutes minimum.  Distance students will film performance before a supervisor and submit a video/DVD.

Term 2, Week 18

8%

1, 2, 3, 4

Assessment 2c
Type: Practical - Ensemble
Word length: n/a
Topic: Students will perform 1 piece/song of your own choice and lead ensemble groups (duos acceptable for exceptional circumstances) as directed by the Lecturer/tutor. Distance students will be given the option, if suitable members/groups are not accessible, to perform with backing tracks. Observation of practice session will also be assessed for teamwork, verbal communication, maintaining rhythm and musicality. Distance students will film their performance and submit a video/DVD.

Term 2, Week 18

6%

5, 6

Assessment 2d
Type: Practical - Choir
Word length: n/a
Topic: Students will participate in choir practice and performances. Distance students will perform in local choirs or harmonise with backing tracks and submit a video/DVD of their performance.

Term 2, Week 18

2%

5, 6

Assessment 3a
Type: Assignment – Performer Appraisal
Word length: 600
Topic: Students are to select one of their performance pieces for this task. Research and present a short essay outlining the original performer’s skills. Students are to also evaluate differences from the original performer’s style to their own personal style and the styles of other performers of the song. 

Term 3, Week 26

2%

4

Assessment 3b
Type: Practical & Written - Solo
Word length: 200
Topic: Students are to perform the listed set of technical exercises and two contrasting pieces/songs at the required year one level in contemporary/classical/combined musical style (equivalent to AGME public examinations Proficiency level) for their instrument. These are to be pieces that have not already been performed for the year.  Additional list pieces may be added if time frame cannot be met.  Students are to introduce each selection, demonstrate stagecraft and present a performance program. Performance time: 20 minutes minimum.  Distance students will film performance before a supervisor and submit a video/DVD.

Term 3, Week 26

8%

1, 2, 3, 4

Assessment 3c
Type: Practical - Ensemble
Word length: n/a
Topic: Students will perform 1 piece/song of your own choice and lead ensemble groups (duos acceptable for exceptional circumstances), as directed by the Lecturer/tutor. Distance students will be given the option, if suitable members/groups are not accessible, to perform with backing tracks. Observation of practice session will also be assessed for teamwork, verbal communication, maintaining rhythm and musicality. Distance students will film the performance and submit a video/DVD.

Term 3, Week 26

6%

5, 6

Assessment 3d
Type: Practical - Choir
Word length: n/a
Topic: Students will participate in choir practice and performances. Distance students will perform in local choirs or harmonise with backing tracks and submit a video/DVD of their performance.

Term 3, Week 26

2%

5, 6

Assessment 4a
Type: Assignment – Differences of Live Performances and Performance Examinations
Word length: 600
Topic: Research and evaluate the differences of a performance examination compared to that of a live performance.  Include the demands and expectations of the examiner or audience and preparation and distractions. 

Term 4, Week 37

2%

4

Assessment 4b Final Exam
Type: Practical & Written - Solo
Word length: 500
Topic: Students are to perform the listed set of technical exercises and contrasting four pieces/songs minimum at the required year one level in contemporary/classical/combined musical style (equivalent to AGME public examinations Proficiency level) for their instrument.  Additional list pieces may be added if time frame cannot be met.  Students are to introduce each selection, demonstrate stagecraft and present a performance program. Performance time: 40 minutes minimum.  Distance students will film performance before a supervisor and submit a video/DVD.

Term 4, Week 37

30%
Mandatory to pass

1, 2, 3, 4

Assessment 4c Final Exam
Type: Practical - Ensemble
Word length: n/a
Topic: Students will perform 1 piece/song of your own choice and lead ensemble groups (duos acceptable for exceptional circumstances) as directed by the Lecturer/tutor. Distance students will be given the option, if suitable members/groups are not accessible, to perform with backing tracks. Observation of practice session will also be assessed for teamwork, verbal communication, maintaining rhythm and musicality. Distance students will film their performance and submit a video/DVD.

Term 4, Week 37

6%

5, 6

Assessment 4d Final Exam
Type: Practical - Choir
Word length: n/a
Topic: Students will participate in choir practice and performances. Distance students will perform in local choirs or harmonise with backing tracks and submit a video/DVD of their performance.

Term 4, Week 37

2%

5, 6

Assessment 4e
Public Performances and Record Book: 
Students are required to produce a record of performances they have participated in during the year. It is recommended that this is done monthly and it is compulsory that a minimum of one major performance outside the Guild performances is completed each Term.

Term 4
Week 37

6%

1, 2, 3, 6

 

Graduate Attributes

Successfully completing this unit will contribute to the recognition of attainment of the following graduate attributes.


A. Research, critical thinking and inquiry

Learning Outcomes

A1. adjust knowledge to new circumstances to problem solve creatively and with imagination in public performance/professional practice

1, 2, 3, 4, 5, 6

A2. research, analyse, evaluate, think critically, organize evidence clearly and logically in a range of circumstances, including written work, performance and professional practice

1, 2, 3, 4, 5

B. Knowledge and Skills

 

B1. knowledge of music technologies required in performance/professional practice

1, 2, 3, 6

B2. advanced knowledge of music theory, aural, and performance/professional practice in either solo or group settings

1, 2, 3, 4

C. Communication

 

C1. communicate effectively to a variety of audiences using oral,  written, audio and visual applications to extend learning, (including while directing ensemble groups, instrumental tutoring,  and other professional practice), and utilising  assessment, negotiation and understanding

3, 4, 6

C2. ability to contribute to teams and resolve conflicts whilst supervising group tasks, performing or other professional practice

5, 6

D. Independent Learning

 

D1. independent learning in a self-directed manner while being able to reflect on and evaluate work practices and performance to achieve goals

1, 2, 3, 4, 5

E. Creative and Professional Understanding

 

E1. demonstrate professional understanding and respect for standards of current music knowledge, pedagogy, performance/professional practice.

1, 2, 4, 5, 6

E2. open to innovative concepts, procedures and philosophies in performance/professional practice and application of creativity.

1, 2, 3, 4, 6