UNITS 3 & 4

Area of Study 1: Solo Performance

Units 1 & 2 Area of Study 1.

Performance Skill Development - technical work and unprepared

performance, - solo and ensemble performance

Units 3 & 4 Solo Performance

Area of Study 1 - Solo Performance

Area of Study 2 - Solo Technique

Area of Study 3 - Ensemble Performance

Unit 3 Area of Study One

Works selected for study

Unit 3 Solo performance program Outcome 1 must be about 10 minutes duration and include:

At least one 20th or 21st century work One unaccompanied work At least one work performed with piano

accompaniment (except for synthesiser, fretted stringed instruments, some folk and traditional instruments, non-pitched percussion, and keyboard instruments other than keyboard percussion

Page 76 of the Study Design

Unit 3 Solo Performance(Page 77 of the Study Design)

In this area of study students develop the instrumental/vocal skills needed to prepare and perform a recital program of solo notated works. Students build on prior work in developing technical skills and performing works in similar styles. They use relevant knowledge of performance style and performance studies, as they practise to be at their personal best in their solo performances in this unit.

Unit 3: Outcome 1

Interpret and perform, accurately and artistically, selected solo works in a range of styles and/or characters

8 key knowledge dot points 9 key skills

Key skills

Practise, prepare and perform solo recital program;

Demonstrate differentiation of styles in performance of the works and experimentation with interpretation;

Perform on an instrument projecting characteristic tone and artistic variation of tone, and performing with fluency;

Perform using contrast, as appropriate to the style, of expressive elements in selected solo works;

Perform techniques in playing or singing to develop artistry, including work to develop clarity, contrast and expressiveness in tone;

Perform, differentiating between parts of the structures and characteristics of selected works;

Use historical, contemporary conventions and/or personal interpretation in performance;

Present music performance appropriate to the instrument, the style represented in the work and the conventions of performance;

Show co-operation and empathy with the accompanist as appropriate to the instrument and work being performed

Unit 4 Area of Study One

Unit 4 Area of Study One

Unit 4 Solo performance program Outcome 1 must be about 15 minutes duration and include:

At least one 20th or 21st century work One unaccompanied work At least one work performed with piano

accompaniment (except for synthesiser, fretted stringed instruments, some folk and traditional instruments, non-pitched percussion, and keyboard instruments other than keyboard percussion

Unit Four

Page 88 of the Study Design

This area of study focuses on the final stages of skill development and refinement in performing on an instrument in a solo context.

Students finalise and practise their interpretation of each work in performance

Unit 4: Outcome 1

Interpret and perform, accurately, artistically and in ways that project musical intentions, selected solo works in a range of styles and/or characters

9 key knowledge dot points 8 key skills

New key knowledge dot point

Performance techniques to project musical intentions as appropriate to the performance space

Key skills are very similar to Unit 3 – some rewording and 2 are combined

How do we cover all of this?

1. The role of the instrumental teacher

2. The role of the classroom teacher

(In the documentation supplied to the students and to the instrumental teachers)

The instrumental teacher is responsible for the following:

Selecting and teaching the solo performance program for Units 3 and 4. These works must be selected from Units 3 and 4 Prescribed List of Notated Solo Works published by VCAA on its website. (or have been approved as alternative works)

For Unit 3 - selecting and teaching a study or work with a technical focus that demonstrates a broad range of performance techniques relevant to the selected program of solo and ensemble works. (Note that this work must not be selected form the Prescribed list of notated solo works)

Selecting and teaching a range of technical works and exercises that relate specifically to the technical challenges of the selected program of solo and ensemble works

Including regular sight reading practice in the lessons

Selecting the sight reading material for the assessment

Forwarding details of the solo performance program, the technical work and exercises and the sight reading for assessment, to the Campus Head of Music by the due dates, set early in each semester.

End-of-year Solo Performance recital program

Planning begins early in the year

Proposed program submitted by end of Term 1

In the Classroom

Researching

Listening

Analysing

Performing

Performance workshops/classes

Performance experience

Presentation/poise

Discussion of interpretations

Learning to question

Listening to, and discussing alternative interpretations

Workshops with visiting performers

Working with VCE students from other schools

Performance diaries

Recording their performances – audio and video

Public/school performances

Eisteddfods and other competitions

Attending Top Class/Top Acts

Attending public concerts

Assessment tasks

Performance at end of each Unit

Feedback – viewing/listening to the DVD/CD of the performance

Self assessment task

Teacher assessment

Preparing for the Performance examination

Constructing the program

Content Length Order of pieces Alternative works Choice of accompanist Working with the accompanist Mock examinations (including VCE recitals) Setting up for exam

Please welcome Mark Irwin