Unit 1 _ 2 Performance Presentat

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					Unit 1 & 2 Performance Presentation – Saturday 18th February
David Ashfield – Wangaratta High School When selecting an instrument to perform with students can select to study on one or more instruments but should concentrate on their main instrument for solo performances. Outcome 1 involves four areas: solo works, group works, solo technical work and unprepared performance skills Students select solo and group works to perform each semester. The study design on assessment page 18 recommends each student performs: A solo performance of two works  A group performance of two works However you can decide what type of performance program will benefit YOUR students the most. In my class, students who are likely to complete Units 3 & 4 in Solo Music Performance are recommended to complete 2 solo and 2 group works. Solo works prepare the student for their Unit 4 performance exam and group works for Outcome 3 – Ensemble performance in Units 3 & 4. Students who are likely to complete Units 3 & 4 - Group Music Performance must complete a solo and a group work. Their final two works can be their choice. Most of my group students opt to do 1 solo and 3 group works. Solo work allows them to develop and demonstrate individual performance techniques and group work prepares them for their group exam in Unit 4. It is up to you the teacher to decide what will benefit your students the most. In Unit 4, Solo and Group examiners assess each student against 11 criteria. Criteria include areas such as a range of styles and characters, range, accuracy and control of technique, tonal quality and range of tones used, and areas such as articulation and phrasing, musical ideas, interpretation, placement of voice, presentation of a program, being a member of a group etc. It is important that you the teacher and your students understand the criteria for the Solo and Group performance exams in Unit 4 really thoroughly. Especially group performance as the students are mostly creating their own program and the pieces they choose need to allow them to address each of the criteria equally. I don’t introduce the full criteria to my students in Unit 1 but I do cover some of the areas so students become familiar with the vocab and how to perform to criteria. It also gives you the teacher a chance to mark against criteria that you set. An example of criteria that I have used to mark Unit 1 and 2 students can be found in your handouts. You can use any criteria you want depending on the direction you want to lead your students. I give my students a research task early in the semester which I can assess in Outcome 2, to investigate how many different techniques they can perform on their main instrument. A guitarist may talk about and demonstrate hammer ons, bends, finger picking styles and more. When performing their techniques I also ensure my students understand how to perform with accuracy and control. In group music there are three criteria devoted to techniques and one in solo. I cover other areas in outcome 2 relevant to performance including: interpretation and/or improvisation, stylistic variation and presentation of a program. Rehearsal preparation and planning is an important area which I will discuss in more detail When Music Performance first appeared in the curriculum in 1992 at Wangaratta HS, I taught a Unit 3 and 4 class, consisting of 14 solo students and 3 group students. Each of the solo students had an instrumental teacher and they progressed in a similar way to the old HSC Music A curriculum which had similarities to the current Unit 3 & 4 - solo performance course. As a class teacher I didn’t have to worry about their performance program. However group performance was different as this was now a core area. Over the years we had more and more groups enrolling in VCE group performance who were largely rehearsing independently and unsupervised away from

the class room. It became apparent that many of these students were not rehearsing effectively and their programs were suffering. When the ensemble outcome was introduced into the solo course, some students (especially piano students) began to rehearse in a group for the very first time or now did not have a band director telling them what was required. These students needed tips on how to direct their own effective rehearsals. Individual Preparation Most of our current solo students are having lessons from a teacher and do not require a lot of extra information relevant to their individual preparation of skills, however the group students have developed their skills usually independently and at a senior level they often need extra assistance. Areas I cover with these students include, getting a teacher and/or a good tutor book. Students often share their skills with one or more friends however if they don’t have a teacher I encourage them to find a more experienced performer to share their skills with. It is important for ALL students to work on their skills on a regular basis. As their class or instrumental teacher try and find out what motivates them. Rehearsal preparation Before beginning group rehearsals each student needs to get to know the music really well. I have seen many rehearsals going nowhere when one or more of the players are trying to learn their part in the rehearsal. Another problem is when a player is guessing their part. They think they know how it is played but may be playing the wrong melody, chord progression, drum beat etc. as they are not familiar enough with the song. This leads to an inaccurate performance. Students should listen closely to audio recordings. In today’s technical world access to songs is increasingly easy for our students. Students should also find appropriate sheet music, books or tablature to allow them to perform the piece accurately. The internet is a good source but beware accuracy. Many tabs have been supplied by enthusiastic fans and they may not be totally accurate but are a good starting point. Some popular sites include: which includes a range of guitar, bass and drum tabs drum tabs bass tabs although a search for a particular song in your favourite search engine will reveal many more. In the rehearsal A good way for students to be focussed in a rehearsal is to set short term and long term goals. For rehearsals in class time I ask students to identify, write down and talk about their individual and group goals. Short term could be being able to play a particular section by the end of the lesson, or performing the whole song by the end of the week. Longer term goals could include rehearsing a set and playing at the local battle of bands etc. Analysis of their goals is important. Did they achieve their goals and was the rehearsal effective? How can they improve the effectiveness of their rehearsals if there were problems? At Unit 1 and 2 I ask the students to complete a rehearsal diary. The focus of the diary is for the student to monitor their own rehearsal - to be a leader not just a follower. During a rehearsal or performance it is important to teach your students to recognise when it isn’t right. They need to learn to listen to not only what they are doing but what everyone around them is doing. I often ask young students if they can hear that the other guitar was out of tune or if they thought they were too loud and a lot of the time the student was not aware of the performance problems. If they don’t know it is wrong they can’t fix it.

Students need to be aware of what the performance looks like. Most of the time they are too busy trying to learn the song and when it is performed it lacks visual presence. They could video the rehearsal and analyse what it looks like and watch other performers to see what looks good and what doesn’t. Solo technical work and unprepared performance Students need to complete a solo technique test in Unit 1 and Unit 2 and perform unprepared material. In the next session on Unit 2 I will cover these areas.

Unit 2 Music Performance Area of Study 1 Performance skill development Solo and group works have the same requirements as for Unit 1. I believe it is important to give students regular feedback. Let them know which areas of their performance are going well and which areas need improving. Each year at the end of term one, Wangaratta HS holds a talent quest. This year 58, music, dance and comedy acts will audition to earn a place on the big night. As a teacher it allows me a great opportunity to see the music talent coming through the school along with the VCE students. As it is early in the year it also allows me the opportunity to give personal feedback to students, positive and constructive. Those groups who are invited into the talent quest are judged by a panel of experts from outside the school and their written feedback is posted on the music noticeboard for all students to see. This allows the music staff to also offer strategies for how to improve based on the feedback. Don’t let students perform incorrectly. Unfortunately at times I hear students performing inaccurately such as playing out of tune but it isn’t corrected. You can have a big impact on the development of your student’s performances. It is important for your students to perform regularly. If there are not already performing opportunities available in the school program such as our talent quest then try and set up performances for your students throughout the year. Encourage them to be involved in other performances such as local battle of bands, eisteddfods, chamber group and solo competitions. At Wangaratta HS we have been involved with the Kool Skools program allowing many students extra performing and creative opportunities. Some of your groups could perform in the contemporary arm of the Melbourne Bands Festival or at a myriad of concerts within and outside of your school. Some of our rock bands have performed at our school dances and many students have entertained audiences in our local community including the Senior Citizens and Music Clubs. There are open nights at cafes etc. Before our group exams we often set up outside the music rooms and students from our school can be entertained during one or more lunch times. Our chamber groups and solo students have performed in the staff area at lunch time. The more experience your students have the better they will perform. Take your students to the Top Class and/or Top Acts concerts to see the best VCE performers from the previous year. Top Class includes four concerts involving solo and group performers and is a terrific opportunity for your Unit 1 students to see what the highest standard of performance is on a variety of instruments and styles. Try and encourage your students to rehearse as much as possible. I use class time to run rehearsals but due to large numbers of students this is not always possible. At WANGARATTA HS we have set up unsupervised rehearsals outside of class time using our two class rooms and music auditorium. This term, 30 groups from years 8 – 12 applied to use the rehearsal spaces at lunch time and after school. To allow for our resources to be used unsupervised, a strict set of

rules need to be enforced. These can be found in your handouts. The majority of groups adhere to these guidelines but at times we need to suspend groups for not following our expectations. The program has been running for many years now, so generally we do not have any problems. What it does allow is for many of our students to have access to resources and time that they would not otherwise have. For many of you this will not be possible due to security concerns however if you can set up an unsupervised rehearsal program your students will greatly benefit. Don’t let your unsupervised groups go it alone. Monitor there performances to see how they are going and give feedback as previously stated. Attend one or more rehearsals (if practical) and give constructive feedback at these rehearsals. You could have the students record a rehearsal or performance if they are based outside the school. I had one group last year email me their performance filmed on a mobile phone. Check your student’s rehearsal diaries to alert you of potential problems. Students are very honest and if they are having a problem will often refer to it in their notes. If you don’t feel confident in assessing or commenting on a particular style of music such as a rock group then find an experienced performer to come to a concert and give feedback on your students. Unfortunately I have witnessed too many young groups that seem to have had little assistance from outside of their own group - lots of potential but too little direction. Continuing on giving students direction on performance criteria, I give my students a research task to investigate how many different tones they can demonstrate on their main instrument.  A Trumpeter may perform with a variety of mutes to vary the trumpets sound.  A guitarist may talk about and demonstrate the use of effects such as chorus, distortion, and phaser or demonstrate various ways to change the sound of the guitar using a variety of amplifier settings. Solo technical work Each student needs to demonstrate a range of technical work on their instrument. Students need to select technical work that will allow them to perform their group or solo work at a higher level. It may involve students performing scales in the keys of their pieces or techniques required to perform their works more effectively. Find exercises or studies that will also assist your students to develop their performance skills. Unprepared performance can include sight-reading in various forms. Many students will benefit from sight reading melodies. You could give your rock guitarist an unfamiliar chord progression to jam on or a rhythmic motive for your drummers. Imitation and/or improvisation are other areas of unprepared performance that your students can complete. There are some areas introduced at Unit 2 that were not included in Unit 1. Focus is on performing with accuracy, control, flexibility and dexterity. Students are encouraged to experiment with interpretations in their performance program and presentation of performance should communicate relevant background of composers and/or performers and sociocultural and/or geographical influences.

PERFORMANCE Unit 1 and 2
Name __________________________________________ Form ________

CRITERIA REHEARSAL PLANNING Suitable selection and planning of song. This includes methods used to learn the music. Rehearsal plan detailing how the time used in rehearsals will be used Skill plan detailing what individual skills you will be developing REHEARSALS How well rehearsal time is used PERFORMANCE Demonstration of techniques developed Individual accuracy and control demonstrated on students instrument Musical interaction with group demonstrated Visual presentation







1 2 3


5 6

7 8


VH - Very High H - High M - Medium L - Low VL - Very Low NS - Not shown KEY TO GRADE ALLOCATION A 40 - 34 B 33 - 28

The criteria has been covered in full detail The criteria has mostly been covered in full detail The criteria has been covered in some detail The criteria has not been covered in much detail The criteria has only been covered very briefly The criteria did not appear in the students work.

C 27 - 22

D 21 - 16

E 15 - 10

F 9-0

General Comment’s ______________________________________________________________________________ ______________________________________________________________________________ ______________________________________________________________________________

Year 11 MUSIC PERFORMANCE Units 1 & 2
STUDENT ____________________________________________________________________ SONG ________________________________________________________________________ INSTRUMENT ________________________________________________________________

Song Planning - Methods you will use to learn the song ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Rehearsal Planning - How you will use the time in rehearsals. DETAIL REQUIRED ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Rehearsal Review - How effective was the planning and rehearsals. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Performance Review - How successful was the final performance. ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

Wangaratta HS Unit 2 - Rehearsal Diary TERM GROUP
Excellent 10 9



DAY ______________ INDIVIDUAL
8 7 6 5 4

DATE ______________

Success of the Rehearsal (Please circle)
3 2 1 Very Bad

Comment on why the rehearsal was successful or not ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ List some strategies to improve or maintain your rehearsals ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________




DAY ______________ INDIVIDUAL

DATE ______________

Success of the Rehearsal (Please circle)
10 9 8 7 6 5 4 3 2 1 Very Bad
Comment on why the rehearsal was successful or not

___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ List some strategies to improve or maintain your rehearsals ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________

   Bands that do not use their room for three rehearsals in a term may lose that allocated time. Only members of the BAND should be in the room. NO AUDIENCE IS PERMITTED. Rooms must be completely reset at the end of your rehearsal. ALL EQUIPMENT must be returned to the correct place - Amplifiers must be returned to the amp table and tables and chairs straightened up. Any rubbish generated by your band must be placed in the outside bins. NO FOOD OR DRINK in the rooms at any time. Bands rehearsing after school must be PACKED UP and out of the room by 5.30pm. Bands rehearsing at lunchtime must be PACKED UP and out of the room by 1.45pm. Bands must supply their own - Guitar leads, drumsticks, microphones and microphone leads.  Do not ask to borrow if you have forgotten them. YOUR REQUEST WILL BE DENIED. Sound levels must not be too loud. Use earplugs or ear muffs if you want to up the sound a bit. We advise all drummers to use earplugs. Bands will lose the use of the room if there is any evidence of smoking or other substance abuse and may face further disciplinary action. Swearing is not appropriate for rehearsals or for school performances. Be aware when using a microphone your sound is heard well outside the rehearsal room. You will need to modify a song if you wish to perform it and the original contains swear words. Please tell Mr ASHFIELD or Mr COUGHLAN if any equipment is broken or missing.

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