Performance Year Three
Unit details for Semester One.
Unit of Study - Music Performance 301
The following applies to Year Three Bachelor of Music students.
|Unit Name||Music Performance 301 (Capstone)|
|Unit Code||MUSPER 301|
|Unit Description||In this unit, students will:
• Prepare music and present in solo performance at an advanced professional, 3rd year degree standard (equivalent to AGME-Licentiate level).
• Choose suitable repertoire, practice and rehearse effectively to expand and achieve a level of mastery of technical and instrumental performance ability.
• Self-critique performances and demonstrate refined, sophisticated practice and performance methodology.
|Award(s)||Bachelor of Music|
|Unit Duration||1 Semester (12 weeks)|
|Year Level||Year 3, Semester 1|
|Unit Coordinator||Caleb Garfinkel|
|Teaching Staff||Lecturer: Caleb Garfinkel
Tutors: By arrangement
|Pre/Co-requisites||Satisfactory completion of Music Performance 202|
|Credit Points||20 credit points|
|Mode of Delivery||x 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)
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 – 13 hours
Total hours per week – 16 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)
This Music Performance 301 unit will refine students’ instrumental and performance skills at an advanced professional, Licentiate-equivalent standard, and prepare them to present professional, diverse and confident performances with strong leadership, organisational and collaboration skills, equipping students to perform professionally in contemporary music industry scenarios. Students will employ systematic and corrective rehearsal strategies, utilising memory skills to self-direct their learning and development. A high awareness of musicality in diverse styles and performance environments will be reflected through analysis, evaluation and exploration of musical works and performances. Students will further utilise advancing skills in reflection and analysis to assist other students in refining their practice and performance goals, and display highly refined critical evaluation skills.
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 required to incorporate skills learned in other units in their ongoing performance, including Composition and Music Technology.
On successful completion of this unit, students are expected to be able to:
- Interpret and perform a programme of pieces at a Licentiate-equivalent standard, demonstrating and applying technical mastery, artistic maturity, originality and musically aesthetic qualities of in the presentation of a considered and professional programme.
- Develop and maintain technical mastery of instrumental ability displaying comprehensive control over technical demands of pieces and performance considerations at the level presented, identifying improvisational sections and composer’s intentions.
- Demonstrate evidence of advanced and extensive rehearsal methods utilising appropriate preparation and problem-solving practices to prepare works for performance.
- Expand repertoire and stylistic influences through study and investigation of advanced and contemporary works from a variety of styles and genres.
- Evaluate and analyse own performances and those of others using specific and highly effective analytical skills to constructively benefit peers’ performances through written and verbal analysis.
Solo Performance allows students to advance and refined instrumental skills to a Licentiate-equivalent standard, through individual weekly lessons on their principal instrument, and advanced performance practice and improvisation techniques through weekly lectures. Performances at this level consider composition, theoretical and notation skills developed in other areas of the course, requiring at least one piece per semester to be a student’s original or heavily reinterpreted work.
|Students will perform a minimum of 3 solo works, 30 mins minimum at a Bachelor Year Three standard (equivalent to AGME Licentiate standard), selected in discussion with their tutor based on the nominated list. Students will perform pieces at least each 2 weeks to class.|
|Lesson Material Covered|
|Science of learning; teaching methods in practice; mentoring and learning from peers. Recital examinations; practicing for lifelong performance. Refining and maintaining aims. Improvisation progression.|
|Assessment Type||When assessed||Weighting|
(% 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||10%||1, 2, 3, 4, 5|
|Assessment 1.2: Investigative Essay |
Length: 2000 words
Investigative essay on a defined area discussed in Performance lectures and related to developing individual performance methodology.
|Week 7||30%||3, 4, 5|
|Assessment 1.3: Performance Exam |
Length: 30 minutes
30 minute performance of 3 pieces min. on student’s primary instrument at developing Licentiate level. Pieces must be contrasting and show a developing level of technical competency, confidence and instrumental ability. Successful completion is mandatory.
|Week 14||60%||1, 2, 3, 4, 5|
Prescribed and recommended readings:
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 Lynda.com video tutorials
Bauer, W. I. (2014). Music Learning Today: Digital Pedagogy for Creating, Performing, and Responding to Music. Oxford Scholarship. Oxford University Press. Retrieved from http://www.oxfordscholarship.com/view/10.1093/acprof:oso/9780199890590.001.0001/acprof-9780199890590?rskey=ABA9Uc&result=1
Braun, H. (2002). Music and Technology in the Twentieth Century. Baltimore, MD: The Johns Hopkins University Press.
Johnson, E.T. (2013). Laptop. Grove Music Online. Oxford Music Online. Oxford University Press. Retrieved from https://doi.org/10.1093/gmo/9781561592630.article.A2242039
Ostertag, B. (2002). Human Bodies, Computer Music. Leonardo Music Journal, 12, 11-14. JSTOR. Retrieved from http://www.jstor.org/stable/1513343
Smith, B. (2014). Virtual instrument [software synthesizer]. Grove Music Online. Oxford Music Online. Oxford University Press.
Retrieved from https://doi.org/10.1093/gmo/9781561592630.article.L2295003
St. James, A. (2004). 101 Recording tips. Milwaukee, WI: Hal Leonard Corp.
Strawn, J., & Shockley, A. (2014). Computers and music. Grove Music Online. Oxford Music Online. Oxford University Press. Retrieved from
Strong, J. (2014). Home recordings for musicians for dummies (5th ed). Hoboken, NJ: John Wiley & Sons.
Rhind-Tutt, M. (2012). Music Technology from Scratch. London, England: Rhinegold Education.
Rodman, R.W. (2013). Television music. Grove Music Online. Oxford Music Online. Oxford University Press. Retrieved from
Williams, D. B., & Richard, P. (1996). Experiencing Music Technology. Belmont, CA: Wadsworth Publishing Co.
|#||Course Learning Outcomes|
On completion of the course the student should be able to demonstrate:
|Unit Learning Outcomes||Assessments|
|1||A broad knowledge of the applied, theoretical and historical basis of the discipline||1, 2, 3, 4, 5||1.1, 1.2, 1.3|
|2||A depth of disciplinary knowledge in a professionally applicable specialisation||1, 2, 3, 4, 5||1.1, 1.2, 1.3|
|3||An understanding of the processes of musical scholarship and research||1, 2, 3, 4, 5||1.1, 1.2, 1.3|
|4||The ability to work both independently and collaboratively in diverse and complex musical settings||1, 2, 3, 4, 5||1.1, 1.2, 1.3|
|5||Effective written, verbal and interpersonal communication skills||3, 4, 5||1.1, 1.2, 1.3|
|6||Critical thinking and analytical skills appropriate to a range of contexts including further study||1, 2, 3, 4, 5||1.1, 1.2, 1.3|
|7||The ability to apply specific musical skills to a wide range of professional contexts||1, 2, 3, 4, 5||1.1, 1.2, 1.3|
|8||The capacity to apply technological and creative solutions to contemporary musical practices||1, 3, 4, 5||1.1, 1.2, 1.3|
|9||The ability to incorporate knowledge from the business and legal fields to a portfolio career in the music profession.|
Successful completion of this unit will contribute to the attainment of the following graduate attributes:
|Unit Learning Outcomes||Course Learning Outcomes||Assessments|
|1||Deep disciplinary knowledge||1, 2, 3, 4, 5||1, 2, 3, 4, 7||1.1, 1.2, 1.3|
|2||The ability to apply knowledge and skills in innovative ways||1, 2, 3, 4, 5||4, 5, 6, 7||1.1, 1.2, 1.3|
|3||A commitment to lifelong learning||1, 2, 3, 4, 5||1, 2, 3, 4, 5, 6, 7||1.1, 1.2, 1.3|
|4||Effective communication skills for diverse contexts||1, 4, 5||3, 5, 6, 7||1.1, 1.2, 1.3|
|5||The capacity to work independently and collaboratively||1, 2, 3, 4, 5||3, 4, 5, 6, 7||1.1, 1.2, 1.3|