Module WXP-2244:
Ensemble performance 2

Module Facts

Run by School of Music and Media

10 Credits or 5 ECTS Credits

Semester 2

Organiser: Mr Richard Craig

Overall aims and purpose

The aims of the module are to engage with repertoire and performance skills in an ensemble scenario, and be introduced to the professional practice of ensemble performance. This entails the organisation of rehearsals, research into repertoire, forming an ensemble, and can include arrangement of new repertoire, contemporary music performance techniques, as well as historically informed performance.

The assessment is then one performance which takes into consideration the individual contribution of the performer in the ensemble, and then the ensemble collectively and how they address challenges of the repertoire and co-ordination.

It is only possible to take 20 credits in this module across the two years, and it is essential that participants are to form their own ensemble in advance or in the early stages of the workshops.

Course content

Students will be required to form small instrumental or vocal ensembles before the course commences. If students have a specific instrumental formation in mind that cannot be formed within the module, they may invite guest performers. Pianists will have the option to choose collaborative piano (accompanying) as their specialism within the module. Collective rehearsal sessions will be organised by the students with individual coaching provided by members of the School of Music staff. Ensembles are encouraged to explore the existing repertoire during weeks 1–3, and then in subsequent weeks to work on their performance of the work(s) selected by the group.

Please note that students may follow a maximum of 20 credits in EnsemblePerformance across Levels 5 and 6.

Assessment Criteria

threshold

A rehearsal which is of limited efficiency and a performance displaying limited musicality, technique, and interaction among the performers, together with restricted attention to relevant notational and stylistic demands.

good

A rehearsal which is effective and a performance which is persuasive, displaying good levels of interpretative ability, musicality, technique, and interaction among the performers, together with overall attention to relevant notational and stylistic demands.

excellent

A highly effective rehearsal and a performance which is compelling and convincing, displaying high levels of interpretative ability, musicality and technique, and close interaction among the performers, together with evidence of careful attention to relevant notational and stylistic demands.

Learning outcomes

  1. Upon successful completion of the module, a student will be able to prepare and perform a mixed recital of ensemble repertoire.

  2. Upon successful completion of the module, a student will be able to adjust to adjust co-ordination (tempi), intonation (where applicable), and respond to other members of the ensemble in performance.

  3. Upon successful completion of the module, a student will be able to articulate the process of rehearsal, and the preparation to the point of performance verbally and/or in text.

Assessment Methods

Type Name Description Weight
LOGBOOK OR PORTFOLIO individual log

Completion of a regularly-updated individual online log documenting rehearsals (10% of the total mark for the module), minimum 100 words per session entry, maximum 300, with a minimum of 10 entries. The logs should cover the content of each rehearsal session, including not only the repertoire, but specific passages of pieces as well as the challenges or issues that were dealt with, goals set and what was learned. Students are encouraged to post recordings, comment on each other’s entries and engage in discussion in order to get regular feedback and establish a community.

10
EXAM individual performance

One assessed performance per semester, duration typically around 12 minutes in the assessment period

60
EXAM ensemble performance

One assessed performance per semester, duration typically around 12 minutes in the assessment period.

30

Teaching and Learning Strategy

Hours
Private study

Taking feedback from instrumental/vocal lessons/workshops and applying this to daily practice. This should be reinforced with research into composers, repertoire, recordings and scores.

73
Practical classes and workshops

Twelve weekly workshop sessions of two hours each.

24
Tutorial

Coaching from an instrumental instructor

3

Transferable skills

  • Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
  • Exploring - Able to investigate, research and consider alternatives
  • Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
  • Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
  • Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
  • Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
  • Mentoring - Able to support, help, guide, inspire and/or coach others
  • Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
  • Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
  • Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
  • Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

Subject specific skills

  • Musicianship skills – recognition, classification, contextualisation, reconstruction, exploration
  • Re-creative skills – interpretation, innovation, versatility, and other skills relating to performance
  • Intellectual skills specific to Music – contextual knowledge, cultural awareness, critical understanding, repertoire knowledge, curiosity, analytical demonstration
  • Intellectual skills shared with other disciplines – research and exploration, reasoning and logic, understanding, critical judgement, assimilation and application
  • Skills of communication and interaction – oral and written communication, public presentation, team-working and collaboration, awareness of professional protocols, sensitivity, ICT skills, etc.
  • Skills of personal management – self-motivation, self-critical awareness, independence, entrepreneurship and employment skills, time management and reliability, organisation, etc.
  • Enhanced powers of imagination and creativity (4.17)

Resources

Courses including this module

Optional in courses: