1. UNITS 3 & 4 Area of Study 1: Solo Performance

2. Units 1 & 2 Area of Study 1. Performance Skill Development - technical work and unprepared performance, - solo and ensemble performance

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

4. Unit 3 Area of Study One

5. Works selected for study Unit 3 Solo performance program Outcome 1 must be about 10 minutes duration and include: At least one 20 th or 21 st 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

6. 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.

7. 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

8. 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;

9. 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

10. Unit 4 Area of Study One

11. Unit 4 Solo performance program Outcome 1 must be about 15 minutes duration and include: At least one 20 th or 21 st 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

12. 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

13. 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

14. 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

15. How do we cover all of this? 1. The role of the instrumental teacher 2. The role of the classroom teacher

16. (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)

17. 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.

18. End-of-year Solo Performance recital program Planning begins early in the year Proposed program submitted by end of Term 1

19. In the Classroom  Researching  Listening  Analysing  Performing

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

21. 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

22. Assessment tasks Performance at end of each Unit Feedback – viewing/listening to the DVD/CD of the performance Self assessment task Teacher assessment

23. 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

24. Please welcome Mark Irwin