Bachelor of Music - Performance Year 3 Unit Outline

Unit of Study - Performance

The following applies to Year Three Bachelor of Music students.

Unit Outlines

Unit Name

PERFORMANCE MAJOR

Unit Code

PERFMA 303

Unit Duration

Year long unit over 4 terms

Year Level

Three (major)

Module

Solo, Ensemble, Choir/Conducting

Module Codes per semester

PERFSO3001

PERFSO3002

Year Coordinator

Greta Grybaitis

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

Performance Major Unit

Pre/Co-requisites

Year One and Two

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

This unit will prepare students to be a well-rounded, dedicated, versatile, confident, accurate performer who has leadership, organisational and collaboration skills. Proficiency in analysis, evaluation and exploration of musical works, and various styles of music genre will be reflected in performance.  Systematic and corrective rehearsal strategies, memory skills, professionalism, and understanding of copyright implementation will be achieved.
Students will complete weekly tutorials in their principal instrument, solo performance, ensemble and choir lectures. 

 

Learning Outcomes

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

  1. Apply and implement technical mastery, artistic maturity and musically aesthetic qualities of musicianship and technical skills reflected in developing performance skills of recital repertoire.  Respond to composer’s intentions, demonstrate original creativity and personal style effectively, communicate and engage with an audience.
  2. Identify improvisational sections, resources, appropriate warm-up techniques and methods during practices and rehearsals efficiently, setup performance area and identify necessary technical equipment or accessories.
  3. Display professionalism and competently perform a program of works as a soloist presenting contrasting works in varying styles of repertoire suitable to various audiences.  Apply required stagecrafting skills to performances, which may include movement, theatrical expression and acting techniques.
  • Use evaluation and communication skills discussing issues and significant facts in performance in written format.
  1. Demonstrate conflict resolution strategies for effective decision-making and collaboration skills as part of a group/ensemble.
  2. Increased vocal techniques and sing a broad range of repertoire incorporating African, Modern, Pop, Jazz and classical choral works incorporating solfege and sight reading.
  3. Conduct, arrange and perform music at a high level of expertise for ensemble or choral works.
 

Teaching Outline

Year 3

Students will perform a minimum of four solo works at a Bachelor Year Three standard (equivalent to AGME Licentiate standard), selected from the nominated list after discussion with their 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 in two live public performances. One of which will be a live concert and the student must organise the concert arrangements, audience, and programs and perform a number of pieces including 2 major pieces.

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 Licentiate 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.
A Musician’s Guide to House Concerts: How to Build Your Fanbase & Earn More Money Performing in Peoples’ Homes By Guest Blogger, December 18, 2012, <http://diymusician.cdbaby.com/2012/12/house-concerts/>
The Audience Experience, A Critical Analysis of Audiences in the Performing Arts, Edited by Jennifer Radbourne, Hilary Glow, and Katya Johanson, Downloaded from <http://journals.cambridge.org/TEM>, IP address: 128.135.204.45 on 29 Jan 2014, <http://www.intellectbooks.co.uk/MediaManager/File/Audience%20Experience_Tempo.pdf>
How to Become a Professional Guitarist & Musician ~ Facts and Myths - Part 1 by Tom Hess 2002-2014 Tom Hess Music Corporation <https://tomhess.net/articles/HowToBecomeAProfessionalPart1.aspx>
Musician or Professional Musician? Dave Mancini, Vic Firth Education Articles <http://www.vicfirth.com/education/articles/mancini_1-15-08.html>
Top 10 Mistakes People Make When Trying To Become Professional Musicians by Tom Hess, 2010 Tom Hess Music Corporation
<http://www.cyberfretbass.com/business-career/tom-hess/top-10-mistakes/index.php>
Teaching Performance in the Digital Age: Computerized Technologies, Improvisational Play Techniques and Interactive Learning Processes By Kathryn Farley <www.kathrynfarley.org/pdf/chris_white_paper.pdf>
Improvisation & performance:  a personal perspective by Andrew Morrish, vol 6 ed 1 - ed 2 - ed 3&4 - 2003 <http://proximity.slightly.net/archive-old/v_three/v3e3a3.htm>


 

Student assessment 

Assessment Type

When assessed

Weighting
(% of total unit marks)

Learning Outcomes Assessed

Assessment 1a
Type: Assignment – Performer Preparation
Word length: 600
Topic: Research and present an essay on practice techniques and how they apply to the preparation of a performer.  Include methods of effective practice techniques compared to poor practice techniques and your own personal recommendations that work for you and why.  Explain how you would achieve the desired results with your practice techniques.

Term 1 Week 9

2%

4

Assessment 1b
Type: Performance Practical & Written - Solo
Word length: 600
Topic: Students are to perform two contrasting pieces/songs at the required year three level in contemporary/classical/combined musical style (equivalent to AGME public examinations Licentiate 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 (duos acceptable) 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 team work, verbal communication, maintaining rhythm and musicality. Distance students will film their performance and submit a video/DVD.

Term 1 Week 9

6%

5, 6, 7

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, 7

Assessment 2a
Type: Assignment – The Audience
Word length: 600
Topic: Research and present an essay on audience reactions and expectations.  Include details of performer health issues compromising the performance and its effect on the audience.

Term 2 Week 18

2%

4

Assessment 2b
Type: Performance Practical & Written - Solo
Word length: 600
Topic: Students are to perform three contrasting pieces/songs at the required year three level in contemporary/classical/combined musical style (equivalent to AGME public examinations Licentiate level) for their instrument. Note pieces are to be the same pieces previously performed in term 1, however are to demonstrate considerable improvement from the previous term. 

Students are to introduce each selection, demonstrate stagecraft and present a performance program. Performance time: 30 minutes minimum.  Distance students will film their 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)  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 team work, verbal communication, maintaining rhythm and musicality. Distance students will film their performance and submit a video/DVD.

Term 2 Week 18

6%

5, 6, 7

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, 7

Assessment 3a
Type: Assignment – Difficulties in Performance
Word length: 600
Topic: Present an essay on the difficulties that can occur in performance and how to overcome nerves, stage fright, anxiety, interruptions, equipment faults, and/or failures and accompaniment errors.  Include what types of effects they have on you as a performer and/or any performer. 

Term 3 Week 26

2%

4

Assessment 3b
Type: Performance Practical & Written - Solo
Word length: 600
Topic: Students are to perform three contrasting pieces/songs at the required year three level in contemporary/classical/combined musical style (equivalent to AGME public examinations Licentiate level) for their instrument. These are to be pieces that have not already been performed for the year.  Additional list pieces if time frame cannot be met.  Students are to introduce each selection, demonstrate stagecraft and present a performance program. Performance time: 30 minutes minimum.  Distance students will film their 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) 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 3 Week 26

6%

5, 6, 7

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, 7

Assessment 4a
Type: Assignment – Group Performances
Word length: 600
Topic: Research and present an essay on group performances including the importance of leadership skills and team work. 

Term 4 Week 37

2%

4

Assessment 4b Final Exam
Type: Performance Practical & Written - Solo
Word length: 1000
Topic: Students are to perform six contrasting pieces/songs at the required year three level in contemporary/classical/combined musical style (equivalent to AGME public examinations Licentiate level) for their instrument. Additional list pieces if time frame cannot be met.  Students are to introduce each selection, demonstrate stagecraft and present a performance program. Performance time: 60 minutes minimum.  Distance students will film their 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) 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 team work, verbal communication, maintaining rhythm and musicality. Distance students will film their performance and submit a video/DVD.

Term 4 Week 37

6%

5, 6, 7

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, 7

Assessment 4e
Public Performance 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, 5

 

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

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

2

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

1, 3, 6, 7

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

4, 5

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

5

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

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, 4, 5

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

1