Module WXP-2307:
Ensembles and Groups A
Ensembles and Groups A 2024-25
WXP-2307
2024-25
School of Arts, Culture And Language
Module - Semester 1
20 credits
Module Organiser:
Iwan Llewelyn Jones
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:
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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.
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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.
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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.
Assessment method
Demonstration/Practice
Assessment type
Crynodol
Description
A recording of a sample unsupervised group rehearsal, approximately 10 minutes in duration. Students will record the excerpt of the session (e.g. on a phone, laptop camera) and submit it to Panopto (guidance is given in the module handbook). The recording must capture all participants visually and the sound quality must be clear.
Weighting
30%
Assessment method
Demonstration/Practice
Assessment type
Crynodol
Description
Final recital: 30% group performance • a performance lasting 10-12 minutes • to take place in Week 12 This group contribution (30%) will be assessed alongside the individual contribution (30%) - see DP3.
Weighting
30%
Assessment method
Demonstration/Practice
Assessment type
Crynodol
Description
Final recital: 30% performance (individual contribution) • a performance lasting 10-12 minutes • to take place in Week 12 This individual contribution (30%) will be assessed alongside the group contribution (30%) - see DP2 above.
Weighting
30%
Assessment method
Essay
Assessment type
Crynodol
Description
A reflective log (10%) between 900-1000 words, to accompany the 'recording of a sample unsupervised group rehearsal of approximately 10 minutes duration' (see DP1). Each student in the ensemble records their perceptions of their own playing, their perceptions of the entire ensemble and offer practising strategies to ensure improvement of the performance, with reference to appropriate methodologies and pedagogical practices through studied research.
Weighting
10%