VCE M USIC I NVESTIGATION Units 3 and 4

I NTRODUCTION TO M USIC I NVESTIGATION ♪ Further develop your music performance skills but in a context of their own choice ♪ 60% of the final assessment is on performance ♪ May do an AMEB or equivalent music examination around this time ♪ Builds on knowledge and skills developed over VCE Music Performance Units 1-4 ♪ This is a new accredited subject available from 2011.

F URTHER D ETAILS Focus Area - skeleton of the whole course THREE Outcomes: 1. Investigation 2. Composition/arrangement/improvisation 3. Performance areas of study Aural and theoretical musicianship skills are developed across all areas of study

W ORKS SELECTED FOR STUDY At least TWO works At least ONE work from Prescribed List of Notated Solo Works from VCAA All works must relate to the Focus Area The program should represent a diversity of character Unit 3 Outcome 3- about 15 minutes

Q UESTIONS TO ASK BEFORE YOU START What thread or topic of music would make my music research and performance program interesting and challenging ? What are my strengths in music I already can perform and how can I build this into a research topic and performance program with a wide variety of styles and characters? What new technical work do I need to set in order to achieve the new styles and characters?

Q UESTIONS TO ASK BEFORE YOU START How can I give the research focus so it is manageable ? What characteristic and style can I use to complete a creative organisation of sound task? (composition/arrangement/improvisation)

A REA OF S TUDY 1: I NVESTIGATION Select a Focus Area Use aural comprehension, music theory and general musicianship knowledge and skills as they listen critically to recordings of performances and examine relevant texts including musical scores. Analyse aurally and visually, a sample of music works that includes works selected for performance to gain a broad understanding of stylistic and structural characteristics.

A REA OF S TUDY 1: I NVESTIGATION ( CON ’ T ) develop knowledge of relevant influences on the works that are representative of the Focus Area use appropriate music terminology and language to describe and discuss characteristics of selected works.

A REA OF S TUDY 2: C OMPOSITION /I MPROVISATION /A RRANGEMENT Apply research findings from Outcome 1 Create a folio of composition of arrangement exercises, sketches, or recorded improvisations that demonstrate understanding of the Focus Area Undertake a variety of composition/ improvisation/ arranging tasks to explore characteristics typical of the a sample of works studied in Outcome 1 and works selected for performance.

A REA OF S TUDY 2: C OMPOSITION /I MPROVISATION /A RRANGEMENT ( CON ’ T ) Develop an understanding of the influence of idiomatic instrumental techniques, performance conventions, the skill levels of performers and other practical considerations that may have an impact on the compositional process. Create a score or recording that can be used to prepare and present a performance of selected exercises. Discuss characteristics of their completed exercises in relation to research findings from Outcome 1.

A REA OF S TUDY 3: P ERFORMANCE Plan, rehearse and perform a program of works representative of the selected Focus Area. Develop relevant instrumental and performance techniques and apply performance practices to build their expertise as performers. Consolidate their ability to present musically engaging performances using the performance practices and conventions relevant to their selected Focus Area

A REA OF S TUDY 3: P ERFORMANCE ( CON ’ T ) Through regular performance in a variety of contexts, they explore ways of expressively shaping their chosen works and develop their ability to communicate their artistic intentions to an audience. Extend their instrumental skills through regular practice and explore ways to develop empathy and other ensemble skills through rehearsal with other musicians, as appropriate.

A REA OF S TUDY 3: P ERFORMANCE ( CON ’ T ) Refine their understanding of ways to expressively shape their chosen works by applying research findings from Outcome 1 regarding stylistic characteristics, performance techniques, practices and conventions, and approaches to interpretation Explore possibilities for performance of each work in the program Develop interpretations that balance relevant personal, stylistic, practical, technological, historical and cultural influences.

A REA OF S TUDY 3: P ERFORMANCE ( CON ’ T ) Study of technical work and exercises supports students as they develop their performance program and their overall ability as performers

O UTCOMES FOR U NITS 3 AND 4 M USIC I NVESTIGATION

O VERALL F INAL A SSESSMENT Final Assessment 100% Unit 3 SAC 25% Unit 4 SAC 25% End-of-year Performance Examination 50%

U NIT 3 O UTCOMES

OutcomesAssessment TasksMarks Allocated Outcome 1 Demonstrate understanding of performance practices, context(s) and influences on music works Present a report that discuss characteristics, techniques and performance practices of works representative of a Focus Area 20 Outcome 2 Compose, improvise and/or arrange and discuss music characteristics and performance practices A portfolio of compositions/improvisation/arrangement exercises that demonstrate understanding of the Focus Area S/N task Performance of selected exercises Discussion of characteristics of the completed exercises in relationship to research findings from Outcome 1 Outcome 3 Present a performance of music works that communicates understanding of the Focus Area Performance of technical work and exercises relevant to the Focus Area and describe how the technical work assist with the development of the performance program 5 Prepare a recital performance between 10 and 15 minutes S/N task TOTAL MARKS 25

U NIT 4 O UTCOMES

OutcomesAssessment TasksMarks Allocated Outcome 1 Evaluate and present their interpretive approach to a program of music works Prepare a two-minute introduction to each work in the performance program, outlining its connection to the Focus Area S/N task Evaluations of performances of works Present a printed performance program Outcome 2 Compose, improvise and/or arrange and perform a music work and discuss the use of music characteristics instrumental techniques and conventions in the work Present a composition, improvisation or arrangement of a music work that uses characteristics, performance techniques and other conventions relevant to the Focus Area. 20 An explanation of how the work is representative of the Focus Area. The explanation may be in one or more of the following formats: written, oral or multimedia Outcome 3 Demonstrate artistic intent and understanding of the Focus Area in a cohesive and engaging performance of music works. Demonstration of performance techniques, technical work and exercises relevant to preparing for performance of a program of works that relate to the Focus Area, and discussion of how this technical work relates to the Focus Area. 5 Performance of a program of selected works that demonstrates application of individual and, as appropriate ensemble, technical, stylistic and expressive techniques and performance conventions to communicate artistic intent in performance of works that are representative of a Focus Area, of a duration between 10 and 15 minutes. S/N task Performance of at least four contrasting works that relate to the Focus Area which underpin the study in Units 3 & 4 of a duration of 25 minutes and presented with a printed performance program with a Focus Statement. S/N task TOTAL MARKS 25

P ERFORMANCE O PPORTUNITIES IN 2011 ( DRAFT ONLY ) Visit to Mercy Place End-of-term Assembly Term 1 Senior Music Soiree Outcome 3 Performances End-of-term Assembly Term 2 Production Visit to Mercy Place End-of-term Assembly Outcome 3 Performances Term 3 VCE Recital Performance Awards Night Term 4

B RAINSTORMING OF IDEAS FOR F OCUS A REA Focus Area Repertoire for Solo Performance in 2010 Repertoire for leisure in 2010 Area of interest Favourite genre Favourite band/music ian/ composer My strength My weakness

O UTCOME 2 W HICH ONE ( S ) SHOULD I CHOOSE ? Composition ArrangementImprovisation

C OMPOSITION Create music based on the brainstormed ideas from Outcome 1 Can be short (exercises) or long Can be simple or complicated Ideas have to be original and authentic Examples Compose exercises to assist technical development for a work in a performance Transcribe a typical melodic or rhythmic motif and extend through composition Create a series of short sections that are typical of the part an instrument will play in each section of a work

A RRANGEMENT Based on an existing idea or a fragment the piece Re-arrange to suit to the context Can be simple or complicated Can be short or long Can be for one or more instruments Examples Take a piano score and revoice for an ensemble Create a two-stave reduction of an orchestral or a small ensemble work

I MPROVISATION Based on an existing idea or a fragment the piece, create and extend new musical ideas Examples Improvise a melody over a chord progression Improvise a second ‘verse’ for a work that has a decorated repeat

E QUIPMENTS Recording tools e.g. Flip cam (library), camera, phone ipod or mp3 Metronome Labtop or desktop computer Pencils and eraser Large folder with plastic pockets Manuscripts Note book Journal Book/ Sketch Book

R ESOURCE Books and magazines Local libraries Internet Your instrumental teacher Ms Ma itune youtube CDs (JB Hi-fi) Newspapers Performances in other venues

D IGITAL R ESOURCE Music notation MuseScore (free download) Sibelius 6 (available at school) Recording/ Composition/Arrangement Audacity (available at school) Garage Band (free on mac) Sony Acid (available at school) Karaoke itune prompter Download at: mpter/ mpter/ Myna: Soundation Studio:

P LANNING OF A F OCUS A REA Check P rescribed List Pick 1-2 pieces you want to play Why do you want to play this piece? FOCUS AREA Brainstorm ideas Brainstorm plans and approaches

T HINGS TO DO OVER THE HOLIDAY Practise regularly- try to practise your repertoire broadly, not just the exam pieces. Choose music for fun to play with, as a bit of holiday treat. If possible, contact your instrumental teacher and have your instrumental lessons regularly. Explore your own strengths and weaknesses on your instrument using the journal book to keep a record Use existing technical exercises, or create your own collection of exercises Work on areas you are weak in Build up the stamina of performance Listen to as many songs as possible Watch other people performing from youtube or live concerts to inspire and motivate you. Keep a record on the good ones and share with your friends.