Overview

This module will develop students' understanding of their chosen instrument of study in the context of ensemble performance. Students will be expected to develop a thorough understanding of the key aspects of ensemble performance practices and etiquette such as approaches to balance, parity of phrasing and responsiveness to details of articulation, nuance and timbre; they will also be expected to develop a far more thorough understanding of the details of and interaction between the parts of a song or work.

The aims of the module are to engage with repertoire, styles and performance skills in a group scenario, and to be introduced to the professional practice of ensemble performance. This entails forming ensembles, organising rehearsals, and researching styles and repertoire. It can include arrangement of new repertoire.

Students have the opportunity to work with experienced professional coaches and tutors in three key performance scenarios:

1. Structured and guided performance workshops: students work in small groups and are provided with suggestions for performing a piece or improvising. The resulting music is performed before the entire class, is discussed, and verbal feedback is given.

2. Classes introducing ensemble performance concepts, leading to practical experience and experimentation: various approaches to group performance and improvisation are explained and demonstrated. Students then have the opportunity to practice these in performance.

3. Supervised rehearsals: students work on pieces for examination, with guidance from a tutor. The tutor monitors progress and helps with feedback, suggestions and encouragement.

The Assessment schedule takes into consideration the individual contribution of each performer in the group, as well as how the ensemble performs collectively, including how each member of the group addresses challenges of repertoire and coordination.

Assessment Strategy

Threshold -D– to D+: Performances which demonstrate poorly developed musicality and technique, with limited contribution to and interaction with other members of the ensemble. The mark will be limited to this level by such criteria as: insufficient knowledge of individual and group working processes, limited evidence of the application of pedagogical research, and lack of critical analysis and reflection with regard to the study and execution of ensemble performance.

Good -C– to B+: Performances which are persuasive, displaying good levels of ability in musicality and technique, with effective contribution to and interaction with other members of the ensemble. Marks awarded across this category will be influenced by such criteria as: sound knowledge of individual and group working processes, effective communication of ideas and arguments with considerable evidence of the application of pedagogical research and critical reflection with regard to the study and execution of ensemble performance.

Excellent -A- to A**: Performances which are compelling and convincing, displaying high levels of musical and technical ability, and which demonstrate a very strong (but not overbearing) contribution to and interaction with other members of the ensemble. Marks awarded across this category will be influenced by such criteria as: a comprehensive and confident knowledge of individual and group working processes with robust evidence of the application of pedagogical research and critical reflection with regard to the study and execution of ensemble performance.

Learning Outcomes

• Demonstrate appropriate technical and interpretive competence with regard to their individual and group contributions.

• Demonstrate best practices within ensemble performance, adjusting co- ordination, tempi, intonation, etc., in synergy with other members of the ensemble.

• Experiment with different musical materials, styles and genres.

• Reflect on their individual and group contributions to ensemble performance to develop an academically informed approach using appropriate methodologies and pedagogical practices.