Overview

The Solo Performance Year 3 project provides students with the opportunity to advance and refine their specialist technical and musical skills, as well as focusing on aspects of physical and psychological development which underpin performance and creative practice. 1-to-1 instrumental or vocal tuition will be accompanied by workshops in which the students will address and discuss advanced questions relating to repertoire choices, rehearsal strategies, performance practices (including historically-informed performance), presentation skills and the preparation of programme notes.

The Assessment Schedule is three-fold: 1. Final Recital (80%). Participants will prepare and perform a recital lasting between 35-40 minutes, to be held during the Assessment Period of Semester 2. 2. Written Programme Notes (10%) to accompany the Final Recital (1000 words). 3. A 10 minute Oral Presentation Assessment (10%) on the repertoire chosen for the performance, to be held during the Assessment Period of Semester 1.

Students will also undertake a non-assessed workshop performance lasting up to 10 minutes during Semester 1. Verbal feedback will be provided by the workshop leader.

Successful completion of Solo Performance Year 2 (WXP-2241) / Perfformio Unawdol Blwyddyn 2 is a pre-requisite for this module.

Assessment Strategy

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. The oral presentation/text-based work displays limited knowledge of the subject, with scant ability at conceptual thought, and a basic awareness of issues.

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. The oral presentation/text-based work displays adequate knowledge of the subject, with simple ability at conceptual thought, and a basic awareness of issues, but has some evidence of a generally intellectual approach, with fair expression.

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. The oral presentation/text-based work displays a sound grasp of the subject, a satisfactory level of conceptual thought, awareness of the main issues, with evidence of intellectual acumen and good expression.

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. The oral presentation/text-based work displays a thorough grasp of the subject, with evidence of broad contextual study, deep thought, originality of approach and very good written skills.

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. The oral presentation /text-based work displays an exhaustive grasp of the subject, with evidence of broader contextual study, deeper thought, originality of approach and excellent written skills.

Learning Outcomes

• Collate and perform an extended programme of thematically integrated solo instrumental/vocal repertoire.

• Demonstrate advanced proficiency with regard to the technical and interpretive demands of the chosen repertoire in accordance with the composers' intentions.

• Engage confidently with historical and cultural performance practices pertinent to the repertoire.

• Justify repertoire choices by mean of detailed musical analysis, performance-based research, self reflection, and critical thinking to an advanced level.