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(also known as PPP)

Part 1 - Study the Masters Due Wed. Feb. 9 th, 2011

1. Scour YouTube for examples of passionate or joyful performances.

Find at least one of them on an instrument you play. Choose 3 of your

favourites, and answer the following questions:

a. How do you know it is a passionate performance? Speak

about body language, facial expression, expressive qualities

of the music etc.

b. What is fantastic about this performance? Avoid writing

too much about the piece/song itself, and focus on how it is

performed.

c. How does the performer achieve the qualities you mentioned

in part b?

d. Based on what you have observed, make a point form list of

what you consider to be characteristics of a passionate

performance. List at least 5 qualities.

e. Make a list of expressive techniques used by the performers

(ie: rubato)

f. What are some ways you as an individual performer could

move toward a performance like the ones you selected? How

do you get there? (Please dont simply answer practice. Be

specific.

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The Passion in Performance Project Continued

Part 2 - Applying what youve observed Due: Monday Feb. 14 th, 2011

1. Choose a short section of a piece that you like and can perform fairly

easily; no more than 16 bars. Try to pick something that has some

expressive potential for emotional communication.2. Read it down without care for expression marks.

3. Record this using GarageBand, or our Zoom recording unit.

4. Considering the expressive markings on the music. What mood or

emotion do you think the composer is trying to convey in this musical

selection. Play your piece again playing only the expression marks

written in the score. Rehearse this until you have it.

5. Record this second version.

6. Listen back to both versions of your recordings. Consider the

following:a. Are you happy with your second performance?

b. What do you like about it? How is it improved over the first

version? Do you think you effectively communicated the

composers intentions?

c. Is it compelling, exciting, passionate? Get feedback from a

classmate.

d. If yes, what makes it so? Considering the qualities you came up

with in Part 1, how can you make your performance give even

more of an emotional punch?e. If no, consider the qualities you came up with in Part 1. How

could you change your performance to give it more of an

emotional impact? Make some changes and try some of the

techniques you listed in question e). This will require some

practice to improve your performance.

7. Regardless of how satisfied you were with your second recording,

record yourself a third time really focusing on making an emotional

connection with the audience.

8. Play recording or perform live for your class. Receive feedback on

your performance and provide feedback for others.

Part 3 Drawing Conclusions Due: Monday Feb. 14 th, 2011

Write a one-page analysis of your PPP findings. What were the challenges?

What did you learn about your own performance strengths and limitations?

What goals can you set based on your findings. How does this project fit

into the stages of The Creative Process (see handout)

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Rubric for Passionate Performanc ProjectExpectations: A1.1, A2.1, A3.3, B1.1, B1.2, B3.3

LEVELS OF ACHIEVEMENT

Categories Below Level

1

50-59% L. 1 60-69% L. 2 70-79% L. 3 80-100% L. 4

Knowledge/

Understanding

The

student:

Knowledge ofexpressive toolsused inperformance

Shows verylimitedknowledgeof theexpressivetools used inperformance

Shows limitedknowledge ofthe expressivetools used inperformance

Shows someknowledge ofthe expressivetools used inperformance

Showsconsiderableknowledge ofthe expressivetools used inperformance

Showsthoroughknowledge ofthe expressivetools used inperformance

Thinking/Inquiry The

student:

Analysesperformances

Analysesperformances to a verylimiteddegree.Analysis isvague andunsupported

Analysesperformancesto a limiteddegree.Analysis issupported withfew musicalexamples

Analysesperformancesto somedegree.Analysis issupported withsome musicalexamples.

Analysesperformancesto aconsiderabledegree.Analysis is wellsupported withseveral musicalexamples

Analysesperformancesthoroughly.Analysis issupported withnumerousthoughtfulmusicalexamples.

Analyses impactof ownperformance andidentifies ways toimprove it.

Very limitedevidences ofcritical self-analysis

Limitedevidence ofcritical self-analysis

Some evidenceof critical self-analysis

Considerableevidence ofcritical self-analysis

Exceptionalevidence ofcritical self-analysis

Communication The

student:

Use of musicallanguage

Shows verylimitedcommand ofmusicalvocabulary

Shows limitedcommand ofmusicalvocabulary

Shows somecommand ofmusicalvocabulary

Showsconsiderablecommand ofmusicalvocabulary

Showsextensivecommand ofmusicalvocabulary

Communicateswith clarity andpurpose; usesconventions of

spelling andgrammar

Very limitedclarity andpurpose withmany errors

in spellingand /orgrammar

Limited clarityand purposewith manyerrors in

spelling and /orgrammar

Some clarityand purposewith someerrors in

spelling and /orgrammar

Considerableclarity andpurpose withfew errors in

spelling and /orgrammar

Limited clarityand purposewith almost noerrors in

spelling and /orgrammar

Application The

student:

PerformsExpressively

Demonstrates very littleexpressivityinperformance

Demonstrateslittleexpressivity inperformance

Demonstratessomeexpressivity inperformance

Demonstratesconsiderableexpressivity inperformance

Demonstratesexceptionalexpressivity inperformance.

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Performsaccurately

(pitch, rhythm ,articulation,phrasing, tone)

Demonstrates verylimitedevidence oftechnicalskill

Demonstrateslimitedevidence oftechnical skill

Demonstratessome evidenceof technicalskill

Demonstratesconsiderableevidence oftechnical skill

Demonstratesexceptionalevidence oftechnical skill