Transcript Interpretation of the Music - Teacher Presentation

For use with WJEC
Performing Arts GCSE
Unit 1 and Unit 3 Task 1
Music - Instrumental
Interpretation of the music
Task 1 - Is the piece part of a bigger work?
Research into the history / background of your piece.
Make yourself familiar with the story behind the piece.
Is there a certain topic / theme for the piece?
Prepare a short presentation on the above using Power
Point and present to the rest of the class.
Task 2
Are we all interpreting the piece in the same
way?
Before attempting a performance of an ensemble piece,
discuss each other’s views on the message that needs to be
conveyed in the piece.
Create a mind map with your different thoughts and ideas.
You may find that other ensemble members have valued
points to consider when performing specific phrases and
sections.
Discuss each stage of the learning process and listen to
others’ views.
Task 3 - Improvisation
Improvise as part of a classroom activity.
You may decide to use a backing track or have one person
accompanying the others.
This is a good way for you to develop and demonstrate your
skills and ability when performing.
Work in groups to give critical feedback on others’
improvisations and performance ability.
Task 4 – Performing in front of others
Perform your piece in front of others.
The rest of the class should make a note of any areas for
you to develop - changes in dynamics, interpretation or
style.
You should listen to their comments in turn and set
yourself realistic targets for future performances.
Task 5 - Tempo
Decide on a piece to perform.
Play the piece
very slowly
at the correct tempo
at a very fast tempo.
Discuss how your breath (tonality), technique and
attention to detail is affected in each performance.
Task 6 - Dynamics
Make yourself familiar with the musical terms for dynamics
on a score of your choice and highlight the changes in
dynamics.
Listen to a recording of the score.
Follow the score/s and notice how the dynamics have been
interpreted (discuss as a group).
You may repeat this task with a different piece / score.
Task 7 – Emphasis and accents
Study the score of your song and decide on specific notes
that require emphasis and accents in each phrase / section.
After rehearsing, perform in front of the class and give all
class members a copy of the score.
The rest of the class in turn should listen to the
performance and highlight specific notes that they think
the performer stressed and whether they agreed or not
with the interpretation.
Task 8 - Emotional styles
Perform a section from a piece of your choice to each other
in different emotional styles (sad / happy / over the top /
dramatic / with swing).
Aim to evaluate the difference in each performance and
how the interpretation affects the playing.