Overview

Students taking this module can expect to build and expand on skills established during the Solo Performance Module in Year 1. This will be implemented through 1-to-1 instrumental/vocal tuition where professional tutors provide consultation and help construct a programme of stylistically-varied solo repertoire that will benefit the student’s technical and interpretive development.

This individual tuition will be supplemented by regular performance workshops in which students will explore wider questions relating to performance such as repertoire choices, practising strategies, stagecraft, historical performance practices, and oral presentation skills.

For singers, and players of orchestral instruments, a professional accompanist is available, where required.

The Assessment Schedule is three-fold: 1. Final Assessment (80%). Participants will prepare and perform a recital lasting between 18-20 minutes, to be held during the Assessment Period of Semester 2. 2. A 10 minute Oral Presentation Assessment (20%) on the repertoire chosen for the performance, to be held during the Assessment Period of Semester 1. 3. A non-assessed workshop performance lasting up to 7 minutes during Semester 2 - students will receive verbal feedback from the workshop leader.

This module runs across Semesters 1 and 2, accounting for 20 credits. Successful completion of WXP / WXC 1016 is a pre-requisite. WXP 2241 (or its Welsh-language counterpart, WXC 2241) is a pre-requisite for students wishing to take the Solo Performance Project (WXC/P 3298) in year 3.

Students taking this module can expect to build and expand on skills established during the Solo Performance Module in Year 1. This will be implemented through 1-to-1 instrumental/vocal tuition where professional tutors provide consultation and help construct a programme of stylistically-varied solo repertoire that will benefit the student’s technical and interpretive development.

This individual tuition will be supplemented by regular performance workshops in which students will explore wider questions relating to performance such as repertoire choices, practising strategies, stagecraft, historical performance practices, and oral presentation skills.

For singers, and players of orchestral instruments, a professional accompanist is available, where required.

The Assessment Schedule is three-fold: 1. Final Assessment (80%). Participants will prepare and perform a recital lasting between 18-20 minutes, to be held during the Assessment Period of Semester 2. 2. A 10 minute Oral Presentation Assessment (20%) on the repertoire chosen for the performance, to be held during the Assessment Period of Semester 1. 3. A non-assessed workshop performance lasting up to 7 minutes during Semester 2 - students will receive verbal feedback from the workshop leader.

This module runs across Semesters 1 and 2, accounting for 20 credits. Successful completion of WXP / WXC 1016 is a pre-requisite. WXP 2241 (or its Welsh-language counterpart, WXC 2241) is a pre-requisite for students wishing to take the Solo Performance Project (WXC/P 3298) in year 3.

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 a structured programme of solo repertoire which addresses a range of performance techniques and interpretive styles.

• Demonstrate continued development in instrumental/vocal technique.

• Display engagement with expressive, stylistic and interpretive practices in the chosen repertoire in line with the composer's instructions.

• Justify repertoire choices by mean of musical analysis, performance-based research, self reflection and critical evaluation.