Overview

This module is for players of Western instruments and singers in Western classical styles undertaking the Bridging Year component of approved Study Abroad programmes. It is designed to initiate, and develop students in approaches to solo and ensemble performance from a variety of genres and cultures. Students will receive 1-to-1 lessons on their own instrument or voice with a designated tutor; they will also and attend solo and ensemble performance workshops across the year. The Assessment schedule comprises an Ensemble Performance (50%) lasting 12 minutes (Semester 1) , and a Solo Performance (50%) lasting 10 minutes (Semester 2).

N.B. This module is intended for Bridging Year students from other institutions, and is not available to students on Bangor University degree programmes.

This module is for players of Western instruments and singers in Western classical styles undertaking the Bridging Year component of approved Study Abroad programmes. It is designed to initiate, and develop students in approaches to solo and ensemble performance from a variety of genres and cultures. Students will receive 1-to-1 lessons on their own instrument or voice to develop and advance their technical and interpretative skills.
In addition, they will participate in an ensemble, using their own instrument and instruments from the School’s collection of world instruments. They will also and attend solo and ensemble performance workshops across the year. The Assessment schedule comprises an Ensemble Performance (50%) lasting 15 minutes (Semester 1) , and a Solo Performance (50%) lasting 10 minutes (Semester 2).

Assessment Strategy

Assessment Criteria for Ensemble Performance: Threshold D- - D+: Performances which demonstrate adequate musicality and technique, and satisfactory contribution to and interaction with other members of the ensemble. Good C- - B+: Performances which are persuasive, displaying good levels of improvisatory ability, musicality and technique, and with effective contribution to and interaction with other members of the ensemble. Excellent A- - A**: Performances which are compelling and convincing, display high levels of improvisatory ability, musicality and technique, and which demonstrate very strong contribution to and interaction with other members of the ensemble, perhaps demonstrating potential leadership qualities.

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Assessment Criteria for Solo Performance: Third Class: D– to D+ (40%-49%) The performance demonstrates a basic grasp of technique and stylistic awareness appropriate to the repertoire chosen. It will typically be limited by consistent weakness in aspects such as technical control; projection of rhythm, tempi, dynamics and articulations; coordination with an accompanist; and stagecraft. Lower Second Class: C– to C+ (50%-59%) The performance will demonstrate a good grasp of technique, presented without significant breaks or errors, and the interpretation will demonstrate some understanding of stylistic practices. The composer’s criteria of rhythm, dynamics and pitch will be partially fulfilled, though there will be inaccuracies (the performance may not be entirely secure) and inconsistencies in coordination with the accompanist. Upper Second Class: B– to B+ (60%-69%) The performance is focused and demonstrates some original thought, a consistent technique, and an attempt to use rhythmic and dynamic control as a means of creative communication in accordance with the composer’s intentions and the style of the chosen repertoire. There may be minor inaccuracies of pitch and rhythm, although these will not have disturbed the performance. The performance will reflect a satisfactory rapport with the accompanist. First Class: A– and A (70%-83%) The performance demonstrates well-developed technical and interpretative skills and will reflect an understanding of the historical issues and performance practice concerns in the repertoire studied. In addition, the student will demonstrate clearly developed creative understanding, and an ability to make original and convincing interpretative decisions. The student will communicate effectively with the accompanist and project the performance with conviction. First class: A+ to A** (84%-100%) A performance in this category will demonstrate all the features of the A– to A category, in addition to a level of musicianship in which technical demands are integrated into an expressive performance where research into the repertoire, style, and context has contributed to an individual realisation of the work(s) performed.

Learning Outcomes

• Demonstrated mastery of their instrument or voice commensurate with Level 6

• Developed high level skills in ensemble performance

• Developed high level skills of collaborative musical arrangement, of teamwork and communication

• Widened their knowledge of world music cultures and instruments