Music Performance Music Performance Outcome 2 Performance Technique Technical work and exercises linked to a Listening Journal approach towards greater understanding of the elements of Music The combined class approach using a Listening Journal highlights the elements of Music in a progressive pedagogy to develop greater depth of understanding in the elements of Music. Previous and current examiners reports, detail the lack of understanding by many students of the elements of Music eg. melody – students discuss rhythm, dynamics etc but not the characteristics of the melody! This workshop aims to give teachers a Listening Journal approach that highlights a variety of Musical elements and builds on student knowledge progressively throughout the year, to bring depth of understanding. Technical work and exercises are designed based on the elements of Music, to cement the understanding, via the practical application of Music terminology, being directly linked to the Performance Program. Lynne Morton Belmont High School

Music Performance Lynne Morton Belmont High School

Area of Study 2 Performance Technique This area of study focuses on the development of techniques for group and/or solo performance. Students systematically identify instrumental techniques required to perform selected group and/or solo works and practise relevant technical work and other exercises to support their performance. Students investigate influences relevant to the interpretation and performance of the selected group and/or solo works. They research and trial a range of performance and interpretative strategies used by other performers to identify approaches to developing their own skills as a solo performer and as a member of a group. They investigate and practise approaches to unprepared performance. Lynne Morton Belmont High School

Performance Technique Outcome 2 On completion of this unit the student should be able to demonstrate instrumental techniques used in performance of selected works, demonstrate unprepared performance skills and describe influences on their approach to performance Lynne Morton Belmont High School

Music Performance Unit 1 Outcome 2 Performance Technique Key Knowledge includes: Strategies for developing effective instrumental practice routines Strategies for developing effective rehearsals with other musicians Strategies for developing instrumental techniques Strategies for developing instrumental techniques required to meet specific technical, expressive and stylistic challenges in selected group and/or solo works Links between technical work and exercises for development of flexibility, dexterity and control when performing selected group and/or solo works Strategies used by other performers to optimize performance outcomes Ways of improving identifies aspects of performance ability Strategies for achieving systematic development of unprepared performance skills, including, as appropriate, sight reading and/or improvisation Lynne Morton Belmont High School

Cont. Outcome 2 Performance Technique Key Skills include the ability to: Implement instrumental practice routines Rehearse effectively with other musicians Prepare and perform a program of technical work and exercises relevant to achieving flexibility, dexterity and control when performing selected group and/or solo works Identify and describe strategies used by other performers to optimize performance outcomes Reflect on processes used to improve aspects of performance practice Systematically develop unprepared performance skills, including as appropriate, sight reading and/or improvisation skills Present an unprepared performance by either sight reading previously unseen music, spontaneously imitating within a set style or spontaneously improvising within a set style Lynne Morton Belmont High School

Elements of Music Lynne Morton Belmont High School

Listening Journal Name the instruments Detail the Form/structure Rhythm Melody Harmony Tone Colour Texture Instrument techniques Style? Lynne Morton Belmont High School

Key Words Melody Ascending, descending, repetitive, short, long, high, low, wide range, small range, stepwise/smooth, based on a scale, based on a triad, jagged, made up of phrases, uses sequences, tonality – scale forms, modal,contour, draw a line-graph of the phrase shape, upbeat, anacrusis, angular contour (leaps), motive, register, unison, chromaticism Rhythm Riff, straight, shuffle, jazz, swing, latin, describe note values within a phrase, short rhythmic patterns, call and response, ostinatos, off beat, notation, time signatures, mixed metres, polyrhythms, dotted rhythms, even, syncopation, tacet, duration, note values, pulse, regular, irregular, repetitive, hemiola, isometric Used as – to maintain momentum, as part of the structure/form, ostinato, to provide pulse/beat, to create unity, to create contrast Harmony Chord progression, tonality, primary triads, 7ths, altered chords, describe the chords within a phrase, modulation, consonance, dissonance, resolution Lynne Morton Belmont High School

Key Words Dynamics Loud, soft, crescendo, decrescendo, diminuendo, fade-out, fade-in, moderately loud, moderately soft, sforzando, smorzando Tone Colour Timbre, warm, cold, shrill, mellow, woody, bright, bleak, dark, light, heavy, percussive, Guitar amp effects, effects units, Powerchords, mute Texture Monophonic, homophonic, polyphonic Interpretation Rubato, rallentando, register, Piano pedalling, vibrato, change of register, Recording techniques – effects, reverberation, mutlitracking, Ornamentation – trills, mordents, drops offs, smears, pause, harmonics, melismas, scat, Articulation – legato smooth, semi-legato, staccato, mezzo-staccato, marcato, accents, tenuto, slides, bends, hammer ons, pull offs, damping, pizzicato, double stop, mute Tempo – slow, fast, broadly, lively, accelerando, rallentando, ritenuto, ritardando, Lynne Morton Belmont High School

Listening Journal Describe the different rhythms heard in excerpt 1 Write the different rhythms heard in excerpt 1 that you have described Describe the shape of the melody in excerpt 2 Draw the shape of the melody in excerpt 2 Describe the variations in tone colour throughout the excerpt Describe the structural and expressive role of each instrument in excerpt 2 Lynne Morton Belmont High School

Listening Journal Select one instrument, and detail the use of articulation throughout the excerpt Write the rhythm of 2 instruments/voices that performed in excerpt 1, include the articulations Identify and describe the interpretative decisions you believe is evident in the pre-recorded work What expressive elements have been used in the excerpt and what effect do they have? Lynne Morton Belmont High School

Technical Work & Exercises Students specify one piece of Music from their program Students state what the key of the Music is Students write the scale one octave ascending Students write three technical work scales related to the tonic key Students highlight one rhythm in this piece Students write an exercise using the tonic key scale, and the rhythm Students design three exercises using the rhythm and combinations from the scale Lynne Morton Belmont High School

Exercises Exercises are directly related to their piece of Music All technical work and exercises are used in practical sessions Exercises are designed to enhance the knowledge of the elements of Music Students keep a weekly journal of technical work and exercises Student knowledge and technical skill is progressively developed Lynne Morton Belmont High School

Keywords highlighted to extend language skills Lynne Morton Belmont High School

Listening Journal What style is this piece of Music? Describe why you think it is this style. Discuss how the performer’s approached performing the melody and rhythm to highlight the style. Discuss how the performer’s approached performing the melody and rhythm to demonstrate variety within the style. Lynne Morton Belmont High School

Listening Journal Describe the similarities and differences between how the different instruments are being played. Describe the similarities and differences between excerpt 1 & 2 Describe the similarities and differences with the rhythms being performed. Describe the similarities and differences with the expressive elements used. Lynne Morton Belmont High School

Class Time Structure Lynne Morton Belmont High School Listening Journal – Elements of Music Aural Training – Intervals, Chords and progressions, rhythmic and melodic dictation Theory – scales, intervals, chords, select one piece from program, specify the tonic key, write the primary chords of this tonic key, are there any modulations in the piece etc Technical work or exercises designed and practical work on exercises OR Unit 2 Composing/Improvisation/Arranging exercises Group/Solo performance program practice

Unit 1 Music Performance Lynne Morton Belmont High School

Music Performance Unit 1 Timeline Week of March 12 Trial performance of both group and solo works, (at least three contrasting works), and technical work and exercises, and unprepared performance Week of March 19Submit draft of how technical work and exercises is assisting your development and understanding in preparing your Outcome 1 pieces Week of May 1 Presentation of technical work and exercises explanation on how they have improved your skills Week of May 7Aural and Theory Test Week of May 14Performance of at least three works, and technical work and exercises, and Unprepared performance Weekly Aural and Theory exercises throughout the Semester Lynne Morton Belmont High School

Unit 2 Music Performance Lynne Morton Belmont High School

Unit 2 Area of Study 2 Performance Technique This area of study focuses on continuous development of techniques for group and solo performance Students systematically practise technical work and exercises to enhance their ability to realise character and style of selected group and solo works. They trial different rehearsal strategies and identify those which achieve the most effective outcomes. Students research and trial performance and interpretative strategies used by other performers and apply approaches to optimise their own performances. They build their skills in unprepared performance and apply these when learning and rehearsing group and solo works. Lynne Morton Belmont High School

Music Performance Unit 2 Outcome 2 On completion of this unit the student should be able to demonstrate instrumental techniques used in performance of selected works, demonstrate unprepared performance skills and describe influences on their approach to performance. Key Knowledge includes: Strategies for developing effective instrumental practice routines, including ways of incorporating use of ICT Strategies for developing effective rehearsals with other musicians Strategies for developing instrumental techniques relevant to specific technical, expressive and/or stylistic challenges in selected group and/or solo works Strategies for developing control of instrumental techniques Lynne Morton Belmont High School

Music Performance Unit 2 Strategies for practising technical work and exercises and for development and maintenance of fluency and control across the range of styles represented in selected group and/or solo works Links between selected technical work and exercises and achieving fluency and control in the performance of selected group and/or solo works Strategies to research interpretations of selected works by other performers Strategies for incorporating research findings from recordings, scores and/or transcription into preparing performance of works Strategies used by other performers to optimize performance outcomes Ways of improving identifies aspects of performance ability, including reflection and evaluation Strategies for achieving systematic development of unprepared performance skills, including, as appropriate, sight reading and/or improvisation Lynne Morton Belmont High School

Music Performance Unit 2 Key Skills include the ability to: Implement instrumental practice routines Rehearse effectively with other musicians Prepare and perform a program of technical work and exercises relevant to achieving fluency and control when performing selected group and/or solo works Describe the impact of studying selected technical work and exercises on performance for selected group and/or solo works Identify, describe and evaluate strategies used by other performers to optimize performance outcomes Describe how use of selected strategies to develop technical skill has improved identifies aspects of own performance ability Systematically develop unprepared performance skills, including as appropriate, sight reading and/or improvisation skills Present a fluent unprepared performance by either sight reading previously unseen music, or imitating within a set style or spontaneously improvising within a set style Lynne Morton Belmont High School

Music Performance Unit 2 Timeline Week of August 12 Trial performance of both group and solo works, (at least three contrasting works), and technical work and exercises, and unprepared performance Week of August 19Submit draft of how technical work and exercises is assisting your development and understanding in preparing your Outcome 1 pieces Week of September 2 Presentation of composition and/or improvisation exercises with accompanying documentation Lynne Morton Belmont High School

Music Performance Unit 2 Timeline cont. Week of September 10Aural and Theory Test Week of September 17 Performance of at least three works, and technical work and exercises, and Unprepared performance Weekly Aural and Theory exercises throughout the Semester WeeklyComposition and/or improvisation exercises Lynne Morton Belmont High School

Address Lynne Morton Belmont High School