AREA OF STUDY 3 ENSEMBLE PERFORMANCE

What’s an Ensemble? 1.School and community bands/orchestras and choirs as well as small groups organised by the students themselves within the class or partnership. 2.Church choir or musical group/band 3.Not necessarily primary instrument.

Which Instrument? 1.Primary instrument 2.Secondary instrument 3.Conducting 4.Voice

Key Knowledge Background of ensemble works being prepared for study Practice, preparation and performance of contrasting ensemble works in a prepared program by a range of composers and/or performers.

Ways of contributing to ensemble development and musical balance within the ensemble Performance in an ensemble as part of a program demonstrating ensemble performance skills, including mintaining amusical role as appropriate to the selected styles.

Key Skill: Practice, prepare and perform contrasting ensemble works in a prepared program by a range of composers and/or performers.

‘Genius may be born but great performances are created together’

Keep a log or diary of each rehearsal. A means of recording the progress and attendance of each rehearsal. Setting specific goals for each rehearsal. Observing group dynamic issues and noting how this effects the efficiency of the rehearsal Outlining different practice and rehearsal strategies. If possible, record or video rehearsals and review regularly

Research composers and Musical Styles Listen to recordings of different groups, comparing the interpretations of same works Encourage students to try new material, outside of the familiar Experiment with different instruments at different settings Experiment with different styles eg accoustic/electronic, funk/reggae, Bach/Schubert, bebop/trad.

Seek out performance opportunities Good performance comes from good performance practice Performance feedback from the Teacher, Band Director and STUDENTS Directed student feedback encourages objective listening Concert practice and/or Masterclasses Concerts for Senior citizens, PFA, lunchtime student performances, Music nights, assemblies etc Local restaurants, council etc

Key Skill: Contribute constructively to ensemble development and musical balance within the ensemble..

Shared contribution, shared responsibility. Each student is responsible for contributing at least one musical idea/piece of repertoire to the group. Assign roles to members of ensembles eg Band librarian, section leader in the choir, leadership of sectional rehearsals, Rehearsal set-up etc. Experiment with changing positioning within the group. Experiment with changing roles within the ensemble. Experiment with altering style of piece eg adapting dynamic ideas from one style into another, ‘swinging’ the rhythm, accoustic to heavy rock etc. ‘Dropping in, dropping out’

Key Skill: Perform in an ensemble as part of a program demonstrating ensemble performance skills commensurate with skill level in solo performance work, including maintaining a musical role as appropriate to the style.

Utilising outside Professional Expertise: Instrumental Teachers and other Performing Groups Enlisting the expertise of IMT staff to guide students into suitable repertoire. Have students play with IMT staff to gain insight to a higher level of performance (sometimes) Engage Professional Groups to perform at school and offering M/Classes, workshops. Organising trips to Concerts/ Performances of group performers Top Act/Top Class performances Work experience opportunities.