Music Performance Year One

Unit of Study - Music Performance 102

The following applies to Year One Bachelor of Music students.

Unit Outlines

Unit NameMUSIC PERFORMANCE: Solo Performance 2
Unit CodeMUSPER 102
Unit DescriptionIn this unit students will learn how to:

• Prepare and present musical performances at a 1st year degree standard (equivalent to AGME-Proficiency level)
• Choose suitable repertoire, practice and rehearse effectively to expand technical and instrumental ability.
• Reflect on and self-critique performances in order to develop practice methodology.
Award(s)Bachelor of Music
Unit Duration1 Semester (12 weeks)
Year LevelYear 1, Semester 2
Unit CoordinatorCaleb Garfinkel
Teaching StaffLecturer: Leonie Wobking, Caleb Garfinkel
Tutors: Bernadette Norton, Leonie Wobking, Caleb Garfinkel
Pre/Co-requisitesA pass in Music Performance 101
Credit Points15 credit points
Mode of Deliveryx Face to face
x E-learning (online)
o Intensive/block mode (where the unit or a face to face component is delivered in a block)
x Distance/independent learning (un-timetabled)
x Full-time
x Part-time
o External
o Fast track
Student Workload
Delivery/ Contact Hours
No. timetabled hours per week:
Lecture - 1 hour
Practical Session - 1 hour
Tutorial - 1 hour
Personal Independent Study - 9 hour
Total hours per week - 12 hours
Resource Requirements• Instrument
• Instrumental tutor (specialist instruments only)
• Video camera (distance students)
• Web camera (distance students)
• Computer facilities
• Video editing software
• External Technical Help
Resources Provided• Instrumental Tutors.
• On-campus equipment and performance facilities
• Online streaming video and additional referencing videos
• Library resources (see prescribed or recommended texts below)

Unit Aims

The Music Performance 102 unit aims to develop performance and technical instrumental skills at a Proficiency-equivalent level as a soloist; relevant to contemporary music performance environments in the current music industry. Students are introduced to skills to assess and evaluate their own performance practice to set their own goals and outcomes, and to constructively critique the performances of other students to enable collaborative improvement and musical awareness.
Students will complete weekly tutorials in their principal instrument, present weekly performances to other enrolled students, assist in providing constructive criticism for other members in performance workshops, and present a programme of individual works. Students are encouraged to incorporate skills developed in other units in their ongoing performance, including Composition and Music Technology.

Learning Outcomes

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

  1. Select and perform a diverse and varied program of appropriate repertoire as a soloist at a Proficiency standard that demonstrates developing control of instrumental ability and musicality and show an increasing openness to a variety of musical styles and developing influences.
  2. Develop and maintain technical control and musical fluency, showing increased sensitivity to expressive elements and performance characteristics, securely demonstrating intonation, phrasing, dynamics, ornamentation, timing and tonal balance.
  3. Effectively rehearse material for performance, developing methods for solving technical difficulties in performance by analysing and evaluating technical demands and stylistic requirements through self-directed practice routines.
  4. Communicate musical concepts and appropriate stagecraft technique through effective audience engagement.
  5. Develop self-analysis and critical skills through constructive written and verbal analysis of their own and other students’ musical performances.

Teaching Outline

Solo Performance allows students to develop existing instrumental skills to a Proficiency-equivalent standard through individual weekly lessons and regular performances on their principal instrument, as well as broader performance practice techniques through weekly lectures.

Students will have weekly lessons with their instrumental tutor of the student and tutor’s design, which are focused toward fulfilling the end of semester performance goals. Weekly Performance Masterclass lectures will address areas of performance and stagecraft considerations, with introduction to improvisation.

Students will perform a technical examination, 20 minutes, and minimum of 4 solo works, 30 mins at a Bachelor Year One standard (equivalent to AGME Proficiency standard), selected in discussion with their tutor based on the nominated list.

Students will perform pieces in progress from their respective examinations at least each 2 weeks in class. If suitable members/groups are not accessible for accompaniment, students may perform with self-produced backing tracks or accompaniment technology.
Lesson Material Covered
Performance etiquette, examination preparation, performance psychology and techniques.

Developing improvisation. Practicing critically and effectively. Recital preparation. Creative practice, aural development in practice. Live performance vs exams.

Student Assessment

Assessment TypeWhen assessedWeighting
(% of total unit marks)
Learning Outcomes Assessed
Assessment 1.1: Performance Workshop Engagement
Type: Performances and Feedback
Students participate weekly in performance workshop by performing live (on campus) or providing pre-recorded video link (distance), and by critiquing and providing feedback of other student’s performances. Students will present a minimum of 6 performances, with at least 4 different pieces performed.
Ongoing Fortnightly performances20%1, 2, 3, 4, 6
Assessment 1.2: Self-Assessment Report
Type: Report
Length: 1000 words
Reflection on technical challenges of pieces chosen for end of year performance exam, discussion of practice methods, and benefits of developed techniques on future development as musician.
Week 720%4, 5
Assessment 1.3: Performance Exam
Length: 30 minutes
30 minute performance of 4 pieces min. on student’s primary instrument at Proficiency level. Pieces must be contrasting and show a developing level of technical competency, confidence and instrumental ability.
Week 1460%1, 2, 3, 4

Prescribed and recommended readings:

Library Resources
Online Resources (books/video)
A subscription to Oxford Music Online and to Grove Music Online which includes:

  • The Grove Dictionary of American Music (2nd ed.).
  • The New Grove Dictionary of Jazz (2nd ed.).
  • The New Grove Dictionary of Music and Musicians (2nd ed.).
  • The New Grove Dictionary of Opera.
  • The Oxford Companion to Music.
  • The Oxford Dictionary of Music (2nd ed.).

Plus updated content bibliographies, specially-commissioned articles only available online.

A subscription to JSTOR Journals and books
A subscription to video tutorials


Recommended Reading List
Cameron, J. (2016). The Artist’s Way. London, England: Penguin.

Green, B., & Gallwey, W. T. (1987). The Inner Game of Music. New York, NY: Pan Macmillan.

Werner, K., & Aebersold, J. (1996). Effortless Mastery. New Albany, IN: Jamey Aebersold Jazz.

Wooten, V. (2008). The Music Lesson: A spiritual search for growth through music. New York, NY: Penguin.

Reference Materials

Cross, D. (2014). Playing for a Crowd: Hints and Tips. Retrieved from

Dowling, D. (n.d.). Performance Hints & Techniques in Piano Playing and the Music of Chopin. Retrieved from

Goldberg, J. 2013. Stage Fright (Performance Anxiety). WebMD. Retrieved from

Klickstein, G. (2009). Overcome Performance Anxiety, Conquer Stage Fright. Oxford University Press: 2009-2014. Retrieved from

Music & Performing Arts. Last Updated: Feb 17, 2014

Course Outcomes

#Course Learning Outcomes

On completion of the course the student should be able to demonstrate:
Unit Learning OutcomesAssessments
1 A broad knowledge of the applied, theoretical and historical basis of the discipline1, 2, 3, 4, 51.1, 1.2, 1.3
2A depth of disciplinary knowledge in a professionally applicable specialisation1, 2, 3, 4, 51.1, 1.2, 1.3
3An understanding of the processes of musical scholarship and research1, 2, 3, 4, 51.1, 1.2, 1.3
4The ability to work both independently and collaboratively in diverse and complex musical settings1, 2, 3, 51.1, 1.2, 1.3
5Effective written, verbal and interpersonal communication skills3, 4, 51.1, 1.2, 1.3
6Critical thinking and analytical skills appropriate to a range of contexts including further study3, 4, 51.1, 1.2, 1.3
7The ability to apply specific musical skills to a wide range of professional contexts1, 2, 3, 4, 51.1, 1.2, 1.3
8The capacity to apply technological and creative solutions to contemporary musical practices1, 2, 31.1, 1.2, 1.3
9The ability to incorporate knowledge from the business and legal fields to a portfolio career in the music profession.NANA

Graduate Attributes

#Graduate Attribute
Successful completion of this unit will contribute to the attainment of the following graduate attributes:
Unit Learning OutcomesCourse Learning OutcomesAssessments
1Deep disciplinary knowledge1, 2, 3, 4, 51, 2, 3, 4, 71.1, 1.2, 1.3
2The ability to apply knowledge and skills in innovative ways1, 2, 3, 4, 54, 5, 6, 71.1, 1.2, 1.3
3A commitment to lifelong learning1, 2, 3, 4, 51, 2, 3, 4, 5, 6, 71.1, 1.2, 1.3
4Effective communication skills for diverse contexts3, 4, 53, 5, 6, 71.1, 1.2, 1.3
5The capacity to work independently and collaboratively1, 2, 3, 4, 53, 4, 5, 6, 71.1, 1.2, 1.3