Transcript Morton_PO2_units12

Music Performance
Music Performance Outcome 2 Performance Technique
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Technical work and exercises linked to a Listening Journal approach towards
greater understanding of the elements of Music
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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.
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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
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Name the instruments
Detail the Form/structure
Rhythm
Melody
Harmony
Tone Colour
Texture
Instrument techniques
Style?
Lynne Morton
Belmont High School
Key Words
Melody
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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
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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
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Used as – to maintain momentum, as part of the structure/form, ostinato, to provide pulse/beat, to
create unity, to create contrast
Harmony
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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
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Loud, soft, crescendo, decrescendo, diminuendo, fade-out, fade-in, moderately loud, moderately
soft, sforzando, smorzando
Tone Colour
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Timbre, warm, cold, shrill, mellow, woody, bright, bleak, dark, light, heavy, percussive, Guitar amp
effects, effects units, Powerchords, mute
Texture
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Monophonic, homophonic, polyphonic
Interpretation
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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
• 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
Lynne Morton
Belmont High School
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 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
• Week of May 14
Performance 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
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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:
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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 10
Aural 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
• Weekly
Composition and/or improvisation
exercises
Lynne Morton
Belmont High School
eMail Address
[email protected]
Lynne Morton
Belmont High School