Music Performance Year Two

Unit of Study - Music Performance 201

The following applies to Year Two Bachelor of Music students.


Unit Outlines

Unit NameMUSIC PERFORMANCE: Solo Performance 3
Unit CodeMUSPER 201
Unit DescriptionIn this unit students will learn how to:
• Prepare and present musical performances at a professional, 2nd year degree standard.
• Choose suitable repertoire, practice and rehearse effectively to expand technical and instrumental ability.
• Reflect on and self-critique performances in order to advance practice methodology.
Award(s)Bachelor of Music
Unit Duration1 Semester (12 weeks)
Year LevelYear 2, Semester 1
Unit CoordinatorCaleb Garfinkel
Teaching StaffLecturer: Leonie Wobking, Caleb Garfinkel
Tutors: Bernadette Norton, Leonie Wobking, Caleb Garfinkel
Core/ElectiveCore
Pre/Co-requisitesSatisfactory completion of Music Performance 102
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 hours
Total hours per week – 12hours
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 201 unit aims to advance performance and technical instrumental skills at an Associate-equivalent standard as a soloist, showing significant development from performances in the first year of the Music Performance units. Students will enhance their self-directed critical evaluation skills and contribute to the collaborative development of other performance students.

Students will complete weekly tutorials in their principal instrument, present weekly performances and assist in providing constructive criticism for other members in performance workshops and present an end of semester programme of individual works. Students are recommended to incorporate skills learned in other units in their ongoing performance, including Arranging 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 at an Associate standard that demonstrates advancing control of instrumental ability and musicality.
  2. Demonstrate technical assurance, stamina and confidence in performing pieces of high technical demands at a professional standard, retaining sensitivity to musicality and expressive techniques.
  3. Rehearse material in an increasingly effective manner, demonstrating self-directed problem solving and analytic skills by solving high-level technical difficulties through personal practice methods.
  4. Rehearse, study and perform a variety of styles and genres, demonstrating an expanding appreciation and awareness across Western musical styles in developing a sophisticated musical vocabulary.
  5. Use and apply highly developed analytical, self-critique and problem-solving skills in written work, showing a thorough awareness of musical concepts and demands on performers, and sincere self-analysis.
  6. Employ arranging principles and notation skills reinterpreting pieces for performance based on available resources and personal musical investigation.

Teaching Outline

Solo Performance provides students with the skills and resources to develop instrumental performance abilities to an Associate-equivalent standard, through individual weekly lessons on their principal instrument, and explores broader performance practice techniques through weekly lectures. Performances at this level consider arranging and theoretical work completed in other units in the course, requiring a clear demonstration of arranging considerations and higher harmonic material.

Year2
Semester1
Students will perform one examination of a minimum of 4 solo works, at a Bachelor Year Two standard (equivalent to AGME Associate standard), selected in discussion with their tutor based on the nominated list. Students will perform their exam pieces in development phases throughout the semester, with at least 1 performance every 2 weeks to class to explore performance methods and gain feedback during development.
Lesson Material Covered
Developing tonal practice; musician health, Alexander technique, thinking critically in practice. Improvisation development, aural development in performance.

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 20%1, 3, 4, 5, 6
Assessment 1.2: Investigative Essay
Type: Essay
Word length: 1000 words
Investigative essay on a defined area discussed in Performance lectures.
Week 720%2, 5
Assessment 1.3: Performance Exam
Length: 30 Minutes
30 minute performance of 3 pieces min. on student’s primary instrument at developing Associate level. Pieces must be contrasting and show a developing level of technical competency, confidence and instrumental ability.
Week 1460%1, 2, 3, 4, 6

Prescribed and recommended readings:

Required textbook(s)
Australian Guild of Music Instrumental Handbook in relation to chosen instrument (for list of technical requirements and suggested performance syllabus)

Library Resources
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 Lynda.com 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

Peer-reviewed journals and websites (advised during lectures). Some examples are listed below.

Haden, J. (2012). Be Graceful Under Pressure: 7 tips. Retrieved from
http://www.inc.com/jeff-haden/how-to-be-graceful-under-pressure.html.

Hammond, K., Rabinowitz, K. & Alldis, D. (2009) Mind, Body and Soul. The Guardian (May 10). Retrieved from
http://www.theguardian.com/music/2009/may/10/tips-stage-performance-singing.

Hooper, T. (2011). Performing Live: Stage Presence Tips. Yahoo Contributor Network (April 14), Retrieved from
http://voices.yahoo.com/performing-live-stage-presence-tips-8267817.html.

Kasanoff Influencer, B. (2013). Concert Pianist: how to perform under pressure. LinkedIn (March 27). Retrieved from
http://www.linkedin.com/today/post/article/20130327122022-36792-concert-pianist-how-to-perform-under-pressure.

Robley, C. (2018). The DIY Musician’s Complete Guide to Touring.  DIT Musician. Retrieved: http://diymusician.cdbaby.com/the-diy-musicians-complete-guide-to-touring/


Course Outcomes

#Course Learning Outcomes

On completion of the course the student should be able to:
Unit Learning OutcomesAssessments
1 A broad knowledge of the applied, theoretical and historical basis of the discipline1, 2, 3, 4, 5, 61.1, 1.2, 1.3
2A depth of disciplinary knowledge in a professionally applicable specialisation1, 2, 3, 4, 5, 61.1, 1.2, 1.3
3An understanding of the processes of musical scholarship and research1, 2, 3, 4, 5, 61.1, 1.2, 1.3
4The ability to work both independently and collaboratively in diverse and complex musical settings1, 2, 3, 4, 61.1, 1.2, 1.3
5Effective written, verbal and interpersonal communication skills1, 4, 51.1, 1.2, 1.3
6Critical thinking and analytical skills appropriate to a range of contexts including further study2, 3, 4, 5, 61.1, 1.2, 1.3
7The ability to apply specific musical skills to a wide range of professional contexts1, 2, 3, 4, 61.1, 1.2, 1.3
8The capacity to apply technological and creative solutions to contemporary musical practices1, 3, 4, 5, 61.1, 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, 5, 61, 2, 3, 4, 71.1, 1.2, 1.3
2The ability to apply knowledge and skills in innovative ways1, 2, 3, 4, 5, 64, 5, 6, 71.1, 1.2, 1.3
3A commitment to lifelong learning1, 2, 3, 4, 5, 61, 2, 3, 4, 5, 6, 71.1, 1.2, 1.3
4Effective communication skills for diverse contexts1, 2, 4, 53, 5, 6, 71.1, 1.2, 1.3
5The capacity to work independently and collaboratively1, 2, 3, 4, 5, 63, 4, 5, 6, 71.1, 1.2, 1.3