UNITS 3

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UNITS 3 4Area of Study 1 Solo Performance
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• Units 1 2 Area of Study 1.
• Performance Skill Development
• - technical work and unprepared performance,
• - solo and ensemble performance

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• Units 3 4 Solo Performance
• Area of Study 1 - Solo Performance
• Area of Study 2 - Solo Technique
• Area of Study 3 - Ensemble Performance

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Unit 3 Area of Study One
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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

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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.

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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

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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

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• 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

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Unit 4 Area of Study One
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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

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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

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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

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• 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

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How do we cover all of this?1. The role of
the instrumental teacher2. The role of the
classroom teacher
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• (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)

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• 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.

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End-of-year Solo Performance recital program

• Planning begins early in the year
• Proposed program submitted by end of Term 1

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In the Classroom

• Researching
• Listening
• Analysing
• Performing

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• Performance workshops/classes
• Performance experience
• Presentation/poise
• Discussion of interpretations
• Learning to question
• Listening to, and discussing alternative
  interpretations

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• 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

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Assessment tasks

• Performance at end of each Unit
• Feedback viewing/listening to the DVD/CD of the
  performance
• Self assessment task
• Teacher assessment

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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

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Please welcome Mark Irwin