Transcript morton_ppt_2013

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
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This area of study focuses on the development of techniques for group and/or solo
performance
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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
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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
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 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
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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, 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 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 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
eMail Address
[email protected]
Lynne Morton
Belmont High School