Music Performance Music Performance Outcome 2 Performance Technique

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

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 Strategies for developing effective rehearsals with other musicians 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 identified 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

Outcome 2 cont. • Key Skills include the ability to: • Implement effective technical practice routines • Develop and demonstrate instrumental and performance techniques to achieve accuracy, control, fluency, flexibility, dexterity, security, coordination, tone and other relevant idiomatic instrumental techniques in group and/or solo works selected for performance • Develop and demonstrate instrumental and performance techniques relevant to technical, expressive and/or stylistic challenges in selected group and/or solo works • Prepare and present technical work that demonstrates a variety of idiomatic instrumental techniques at appropriate tempi, with appropriate expressive shape and characteristic tone • Implement strategies to optimise effectiveness of group rehearsals and present effective group performances Lynne Morton Belmont High School

Outcome 2 cont. • Demonstrate effective ways of achieving appropriate blend, balance, intonation, tempi, dynamics and articulation, and of leading and following in the performance of selected group and/or solo works • Describe links between the selected technical work and improved outcomes in the performance of selected group and/or solo works • Reflect on and evaluate strategies used to build personal development as an instrumentalist, including physical and psychological well-being and ability to perform technical, expressive, and/or stylistic aspects of selected works • Systematically develop unprepared performance skills, including as appropriate, sight reading and/or improvisation skills • Present a fluent and expressive 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

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, 7 ths, 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 • • 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, • Interpretation 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 • 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, find the modulations and how they relate to the tonic or detail the chord progression in a phrase/section • Technical work or exercises designed and practical work on exercises OR • Group/Solo performance program practice Lynne Morton Belmont High School

Unit 3 Music Performance Lynne Morton Belmont High School

Music Performance Unit 3 Timeline • Week of March 12 Trial performance of both group and solo works, (at least 15 minutes of contrasting works), and technical work and exercises, and unprepared performance • Week of March 19 Submit 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 7 Aural and Theory Test SAC Lynne Morton Belmont High School

Music Performance Unit 3 Timeline cont. • Week of May 14 Technical work and exercises, and unprepared performance SAC (including a written description of how selected performance techniques, technical work and exercises have supported the student as an instrumentalist, and their preparation of works for Outcome 1) • Week of May 21 Performance of at least a 15 minute program of contrasting group and solo works • Weekly Aural and Theory exercises throughout the Semester Lynne Morton Belmont High School

Music Performance Outcome 2 SAC • Outcome 2: A demonstration of performance techniques, technical work and exercises AND either an oral, multimedia or written description of how selected performance techniques, technical work and exercises have supported the student as an instrumentalist, and their preparation of works for Outcome 1 AND a performance of unprepared material – sight reading or improvisation MARKS /10 Lynne Morton Belmont High School

Unit 4 Music Performance Lynne Morton Belmont High School

Unit 4 • Area of Study 2 Performance Technique • In this area of study students refine their ability to consistently control use of idiomatic instrumental and performance techniques. Students practise a range of technical work and exercises chosen to consolidate and refine command of instrumental and performance techniques as relevant to selected group and solo works. They build and refine their understanding of the relevance of technique to their performance of selected group and solo works. Students also systematically develop skills in unprepared performance. • Outcome 2 -On completion of this unit the student should be able to demonstrate performance techniques, technical work and exercises, and discuss their relevance to the performance of selected group and/or solo works, and present an unprepared performance. Lynne Morton Belmont High School

Unit 4 SAC • SACS MARKS/10 • Outcome 2: A demonstration of performance techniques, technical work and exercises AND either an oral, multimedia or written discussion of how selected performance techniques, technical work and exercises have supported the student as an instrumentalist, and their preparation of works for Outcome 1 AND a performance of unprepared material – sight reading or improvisation Lynne Morton Belmont High School

Music Performance Unit 4 Timeline • Week of August 12 Trial performance of both group and solo works, (at least 10 minutes of contrasting works), and technical work and exercises, and unprepared performance • Week of August 19 Submit 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 technical work and exercises explanation on how they have improved your skills • Week of September 2 Aural and Theory Test Lynne Morton Belmont High School

Music Performance Unit 4 Timeline cont. • Week of September 10 Technical work and exercises, and unprepared performance SAC (including a written description of how selected performance techniques, technical work and exercises have supported the student as an instrumentalist, and their preparation of works for Outcome 1) • Week of September 17 Performance of at least a 10 minute program of contrasting group and solo works • Weekly Aural and Theory exercises throughout the Semester Lynne Morton Belmont High School

e. Mail Address morton. lynne. d@edumail. vic. gov. au Lynne Morton Belmont High School