Performance

Unit 1: Solo 15%Commentary 5%PerformanceLesson Objective: D = 50%: The performance is fluent, with technical control adequate to the demands of the music. There are misplaced notes which do not disrupt the flow. There is some use of stresses, dynamics and articulation. C = 60%: The performance is fluent, with technical control adequate to the demands of the music. There are no misplaced notes. There is some use of stresses, dynamics and articulation. B = 70%: The performance has a clear sense of direction. Phrases are well shaped. There is good attention to stresses, dynamics and articulation appropriate to the style. A = 80%: The performance has a clear sense of direction. Phrases are well shaped. There is good attention to stresses, dynamics and articulation appropriate to the style. The performance provides a memorable experience, minor blemishes do not disrupt the flow.Do you know what grade your performance will achieve?Do you know how to improve?PracticeWhat to Do!What not to do!Start by tuning your instrument/warming upPlay/Sing Scales and arpeggiosPlay your piece slowly at first, then speed it upIsolate the difficult bits then play them slowlyPractice the middle & end as much as the beginningPlay all the way through instead of stopping at every mistake (sometimes)Practice with accompaniment.Start without tuning/warming upPlay fast and inacurately Assume that because you have played the difficult bit once correctly, it will always be correct!Go back to the beginning every time you get something wrongAlways play the whole thing through without practicing individual sectionsWhat to practiceFor each individual instrument there will be specific practice regimes. Identify your regimes and practice themPlay to a click (metronome)Sing at a piano (for accurate pitching)Set a practice schedule with 5 minute tasks based on scales and arpeggios and intervalsPractice with the songConcentrate on the performing grading criteria and record your own performances, listen to them back and grade them, or share on Fronter.Performance criteria

Self evaluationDont just perform and grade your self once. Do it 3 times a week. Get your friends to grade you, get your family. Use the grading pack.MonWedFriMonWedFriMon WedFriMonWedFriMonWedFriMon WedFriMonWedFriMonWedFriMon WedFriUse this record sheet to monitor your performances and progress.Each day there are 3 sections to fill in:Fluency /12Communication /12Difficulty /6Total /30Self evaluate and practiceIdentify where you are now.

In each criterion.

What needs to be improved?

How will you do this?In your books complete this:

How will you improve each criterion? Read the grading criteria and write out what it says.

Schedule in time over the next week with Mr Bradbury for a rehearsal performance improvement.

MonFluencyCommDiffPlenary:D = 50%: The performance is fluent, with technical control adequate to the demands of the music. There are misplaced notes which do not disrupt the flow. There is some use of stresses, dynamics and articulation. C = 60%: The performance is fluent, with technical control adequate to the demands of the music. There are no misplaced notes. There is some use of stresses, dynamics and articulation. B = 70%: The performance has a clear sense of direction. Phrases are well shaped. There is good attention to stresses, dynamics and articulation appropriate to the style. A = 80%: The performance has a clear sense of direction. Phrases are well shaped. There is good attention to stresses, dynamics and articulation appropriate to the style. The performance provides a memorable experience, minor blemishes do not disrupt the flow.What grade has your performance achieved?How will you improve?