This course offers a variety of ensemble performance experiences for experienced performers. The course develops the ability to interact with other musicians,  and to reflect on how that experience differs from previous performance experiences (solo and/or ensemble).  Students typically perform in a School of Music ensemble but may with the agreement of the Course Convenor participate in a non-School of Music ensemble. Students enrolled in Music Performance are reminded that students cannot submit the same assessment for two different courses (that is, they cannot count the same ensemble towards both a Performance course and an Ensemble course).

This course may be repeated for credit if a different type of ensemble is taken each time; for example a violinist who has previously played in a string quartet may play in a piano trio even though they are both examples of chamber music.

Performing in an ensemble can only be learned through actually participating in an ensemble, and the absence of an ensemble member has a negative impact on the ensemble experience. As such, in order to pass this course students must, unless they have a relevant medical certificate,  attend and participate in at least 80% of ensemble rehearsal time in order to pass this course.

Learning Outcomes

Upon successful completion, students will have the knowledge and skills to:

Upon successful completion of this course, students will have the knowledge and skills to:

1. understand at a high level the techniques, practice habits, musical and stylistic knowledge of the chosen ensemble;
2. demonstrate their continuous development as ensemble performers;
3. critically analyse how performing in the chosen ensemble differs from performing in one or more other types of ensemble and/or solo performance; and
4. communicate the outcomes of the rehearsal and reflection process through both a performance and in verbal form.

Staff Feedback

Students will be given feedback in the following forms in this course:

• A written report upon the reflective journal or blog, ensemble participation and the ensemble performances will be given at the end of the semester.
• Students are customarily given verbal feedback within their ensemble rehearsals.  

Student Feedback

ANU is committed to the demonstration of educational excellence and regularly seeks feedback from students. Students are encouraged to offer feedback directly to their Course Convener or through their College and Course representatives (if applicable). The feedback given in these surveys is anonymous and provides the Colleges, University Education Committee and Academic Board with opportunities to recognise excellent teaching, and opportunities for improvement. The Surveys and Evaluation website provides more information on student surveys at ANU and reports on the feedback provided on ANU courses.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Ensemble rehearsals as directed.	Ongoing assessment
2	Ensemble rehearsals as directed.	Ongoing assessment
3	Ensemble rehearsals as directed.	Ongoing assessment
4	Ensemble rehearsals as directed.	Ongoing assessment
5	Ensemble rehearsals as directed.	Ongoing assessment
6	Ensemble rehearsals as directed.	Ongoing assessment
7	Ensemble rehearsals as directed.	Ongoing assessment
8	Ensemble rehearsals as directed.	Ongoing assessment
9	Ensemble rehearsals as directed.	Ongoing assessment
10	Ensemble rehearsals as directed.	Ongoing assessment
11	Ensemble rehearsals as directed.	Ongoing assessment
12	Reflective journal or blog and ensemble performances.	Reflective Journal or Blog due ?Ensemble assessment performances: Week 12 during regular ensemble rehearsal times/ venues.

Assessment Summary

Assessment task	Value	Due Date	Return of assessment	Learning Outcomes
Contribution as a performer to twelve two-hour rehearsals of Ensemble	40 %	27/05/2019	21/06/2019	1,2,3
Assessment of performance	40 %	28/05/2019	04/07/2019	1,2,3
Reflective Journal or Blog	20 %	31/05/2019	24/06/2019	2,3,

* If the Due Date and Return of Assessment date are blank, see the Assessment Tab for specific Assessment Task details

Policies

ANU has educational policies, procedures and guidelines, which are designed to ensure that staff and students are aware of the University’s academic standards, and implement them. Students are expected to have read the Academic Misconduct Rule before the commencement of their course. Other key policies and guidelines include:

• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Policy and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure

Assessment Requirements

The ANU is using Turnitin to enhance student citation and referencing techniques, and to assess assignment submissions as a component of the University's approach to managing Academic Integrity. For additional information regarding Turnitin please visit the ANU Online website. Students may choose not to submit assessment items through Turnitin. In this instance you will be required to submit, alongside the assessment item itself, hard copies of all references included in the assessment item.

Moderation of Assessment

Marks that are allocated during Semester are to be considered provisional until formalised by the College examiners meeting at the end of each Semester. If appropriate, some moderation of marks might be applied prior to final results being released.

Participation

Hurdle Requirement: Performing in an ensemble can only be learned through actually participating in an ensemble, and the absence of an ensemble member has a negative impact on the ability not only of themselves but also of each of the other ensemble members to continuously develop as ensemble performers. As such, in order to pass this course students must, unless they have a relevant medical certificate, participate in at least 80% of ensemble rehearsal time.

Ensembles Concert: A concert featuring an array of the School's Flagship Ensembles will be held during Open Day. Students are expected to participate in this concert if your nominated Flagship ensemble is performing

Assessment Task 1

Contribution as a performer to twelve two-hour rehearsals of Ensemble

Each student will actively participate in one ensemble under the auspices of the ANU School of Music.

 

Assessment Criteria:

The ensemble director will give students an individual mark based upon the following assessment criteria:

• Preparation: Preparation incorporates the practical musical groundwork undertaken by the student prior to weekly rehearsals, including time spent researching background material on the scores/ charts and composers, note learning and polishing, the addition of correct bowings in parts (if applicable), and translations of foreign language material (if applicable). It also incorporates the student's level of personal organisation, which includes punctuality to rehearsals and performances, and consistently bringing the correct scores/ charts to rehearsal.
• Interaction within the ensemble: The collective strength of an ensemble is dependent on the consistent contribution of each individual member. That is, each player/ singer in the ensemble carries the ultimate responsibility for the performance outcome, which is built upon the cohesive interaction and verbal, cognitive and musical input of ensemble members, their positive interaction with the ensemble director, and their capacity to engage constructively with fellow players/ singers throughout the rehearsal period.
• Creative individuality: The level of ensemble members’ musical intuition and creative individuality contributes to the overall quality of the ensemble, and to the level of excellence evident within the ensemble’s performance outcomes.
• Musicianship: Skills in musicianship—for example, a student’s aural skills in recognising intervals and chord qualities, rhythmic and melodic proficiencies in sight-reading, accuracy of intonation, and a well-developed musical memory and aptitude for improvisation—form the foundations of high-quality ensemble performance. 
• Affinity for performance: The ensemble director will evaluate each student’s abilities and affinity for performance during a concert presented by the ensemble for a live audience. Many musicians experience the phenomenon of live performance in contrasting ways, and for most, performing live and dealing with performance nerves are part of a steep learning curve. Through application, training and experience in live performance, many students develop their affinity for the 'craft' of performance, where collective skills are honed to a high level, allowing confident interaction with the audience, and assured, well-prepared interpretation of the musical materials.

HD 80-100: Work of exceptional quality, which demonstrates comprehensive understanding of the subject matter, mastery of relevant skills, sophisticated or original critical and conceptual analysis and interpretation, and outstanding quality in clarity, precision and presentation of

work.

D 70–79: Work of superior quality, which demonstrates a thorough knowledge and understanding

of the subject matter, proficiency in relevant skills, and analytical and conceptual ability of a high order.

C 60–69: Work of good quality, which displays a good understanding of the subject matter and a sound grasp of relevant skills.

P 50–59: Work of satisfactory quality, which displays an adequate understanding of most of the subject matter and a sufficient grasp of relevant skills.

N 0–49: Work which is incomplete or displays an inadequate understanding of the subject matter or an inadequate grasp of relevant skills.Due Date: Assessment throughout the semester

Value: 40%

Assessment Task 2

Assessment of performance

In this module, students learn to perform in an ensemble, building upon team skills and rehearsal techniques, while exploring musical styles, developing artistic expression and communication through group performance. Through their performances and reflection upon the interaction and accomplishments of their ensemble peers, students will gain insights into ‘best practice’ in ensemble music preparation and presentation.  

Assessment criteria:

• Quality of the ensemble’s intonation, articulation, languages and diction (if appropriate).
• Quality of communication and interaction evident within the ensemble, the level of confidence displayed during the performance, and the apparent sophistication of collective artistic expression and musicianship displayed by the ensemble.
• Appropriateness of chosen repertoire, and the level of musical and artistic variety evident within the ensemble’s performance.
• Quality, consistency and variety of the ensemble’s tone, timbre, and projection, as well as the dynamic contrast, blend and balance manifest within the ensemble.

HD 80-100: Work of exceptional quality, which demonstrates comprehensive understanding of the subject matter, mastery of relevant skills, sophisticated or original critical and conceptual analysis and interpretation, and outstanding quality in clarity, precision and presentation of

work.

D 70–79: Work of superior quality, which demonstrates a thorough knowledge and understanding

of the subject matter, proficiency in relevant skills, and analytical and conceptual ability of a high order.

C 60–69: Work of good quality, which displays a good understanding of the subject matter and a sound grasp of relevant skills.

P 50–59: Work of satisfactory quality, which displays an adequate understanding of most of the subject matter and a sufficient grasp of relevant skills.

N 0–49: Work which is incomplete or displays an inadequate understanding of the subject matter or an inadequate grasp of relevant skills.Due Date: Assessment throughout the semester

Due date: Week 12 during regular ensemble rehearsal time/ venue.

Value: 40%

Assessment Task 3

Reflective Journal or Blog

Students are required to submit a 1000 word reflective journal or blog. Students should reflect upon the learning processes experienced through the collaborative processes of rehearsal and performance. For instance:

• Preparation:
• Note learning and polishing; historical context of composer and scores; translations of foreign language material (if applicable); punctuality to rehearsal and performances
• Interaction within the ensemble setting:
• Interaction with other ensemble members and the ensemble director
• Musicianship:
• Tonal blending; intonation; sight reading (notation accuracy); articulation and dynamics; development of aural skills, improvisation techniques and memorisation (if applicable)
• Creative individuality:
• Reflect upon your ability to consistently contribute to the creative excellence of the ensemble
• Affinity for performance:
• Dealing with performance nerves; ability to interact with the audience; presentation of well-prepared interpretations of the music

• The reflective journal or blog should also provide a clear picture of the material students have been working on throughout the semester.
• The reflective journal or blog should be appropriately referenced (if applicable) according to the Chicago, APA or Harvard systems. Please see the links below for further information:
• Chicago: http://www.chicagomanualofstyle.org/tools_citationguide.html
• APA: http://owl.english.purdue.edu/owl/resource/560/01/
• Harvard: https://academicskills.anu.edu.au/resources/handouts/harvard-referencing

 

Assessment criteria:

• Specificity of facts and appropriateness of perspective pertaining to the selected ensemble repertoire.
• Detail and relevance of background material contextualising the ensemble repertoire.
• Depth of synthesis of scholarly material and quality of academic referencing (if applicable).
• Accuracy of formatting, including structure, spelling, layout and translations where applicable.

HD 80-100: Work of exceptional quality, which demonstrates comprehensive understanding of the subject matter, mastery of relevant skills, sophisticated or original critical and conceptual analysis and interpretation, and outstanding quality in clarity, precision and presentation of

work.

D 70–79: Work of superior quality, which demonstrates a thorough knowledge and understanding

of the subject matter, proficiency in relevant skills, and analytical and conceptual ability of a high order.

C 60–69: Work of good quality, which displays a good understanding of the subject matter and a sound grasp of relevant skills.

P 50–59: Work of satisfactory quality, which displays an adequate understanding of most of the subject matter and a sufficient grasp of relevant skills.

N 0–49: Work which is incomplete or displays an inadequate understanding of the subject matter or an inadequate grasp of relevant skills.Due Date: Assessment throughout the semester

Due date: 31 May 2019

Academic Integrity

Academic integrity is a core part of our culture as a community of scholars. At its heart, academic integrity is about behaving ethically. This means that all members of the community commit to honest and responsible scholarly practice and to upholding these values with respect and fairness. The Australian National University commits to embedding the values of academic integrity in our teaching and learning. We ensure that all members of our community understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. The ANU expects staff and students to uphold high standards of academic integrity and act ethically and honestly, to ensure the quality and value of the qualification that you will graduate with. The University has policies and procedures in place to promote academic integrity and manage academic misconduct. Visit the following Academic honesty & plagiarism website for more information about academic integrity and what the ANU considers academic misconduct. The ANU offers a number of services to assist students with their assignments, examinations, and other learning activities. The Academic Skills and Learning Centre offers a number of workshops and seminars that you may find useful for your studies.

Online Submission

You will be required to electronically sign a declaration as part of the submission of your assignment. Please keep a copy of the assignment for your records. Unless an exemption has been approved by the Associate Dean (Education) as submission must be through Turnitin.

Hardcopy Submission

For some forms of assessment (hand written assignments, art works, laboratory notes, etc.) hard copy submission is appropriate when approved by the Associate Dean (Education). Hard copy submissions must utilise the Assignment Cover Sheet. Please keep a copy of tasks completed for your records.

Late Submission

Late submission of assessment tasks without an extension are penalised at the rate of 5% of the possible marks available per working day or part thereof. Late submission of assessment tasks is not accepted after 10 working days after the due date, or on or after the date specified in the course outline for the return of the assessment item. Late submission is not accepted for take-home examinations.

Referencing Requirements

Accepted academic practice for referencing sources that you use in presentations can be found via the links on the Wattle site, under the file named “ANU and College Policies, Program Information, Student Support Services and Assessment”. Alternatively, you can seek help through the Students Learning Development website.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. The Course Convener may grant extensions for assessment pieces that are not examinations or take-home examinations. If you need an extension, you must request an extension in writing on or before the due date. If you have documented and appropriate medical evidence that demonstrates you were not able to request an extension on or before the due date, you may be able to request it after the due date.

Privacy Notice

The ANU has made a number of third party, online, databases available for students to use. Use of each online database is conditional on student end users first agreeing to the database licensor’s terms of service and/or privacy policy. Students should read these carefully. In some cases student end users will be required to register an account with the database licensor and submit personal information, including their: first name; last name; ANU email address; and other information.
In cases where student end users are asked to submit ‘content’ to a database, such as an assignment or short answers, the database licensor may only use the student’s ‘content’ in accordance with the terms of service – including any (copyright) licence the student grants to the database licensor. Any personal information or content a student submits may be stored by the licensor, potentially offshore, and will be used to process the database service in accordance with the licensors terms of service and/or privacy policy.
If any student chooses not to agree to the database licensor’s terms of service or privacy policy, the student will not be able to access and use the database. In these circumstances students should contact their lecturer to enquire about alternative arrangements that are available.

Distribution of grades policy

Academic Quality Assurance Committee monitors the performance of students, including attrition, further study and employment rates and grade distribution, and College reports on quality assurance processes for assessment activities, including alignment with national and international disciplinary and interdisciplinary standards, as well as qualification type learning outcomes.

Since first semester 1994, ANU uses a grading scale for all courses. This grading scale is used by all academic areas of the University.

Support for students

The University offers students support through several different services. You may contact the services listed below directly or seek advice from your Course Convener, Student Administrators, or your College and Course representatives (if applicable).

• ANU Health, safety & wellbeing for medical services, counselling, mental health and spiritual support
• ANU Diversity and inclusion for students with a disability or ongoing or chronic illness
• ANU Dean of Students for confidential, impartial advice and help to resolve problems between students and the academic or administrative areas of the University
• ANU Academic Skills and Learning Centre supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling Centre promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents undergraduate and ANU College students
• PARSA supports and represents postgraduate and research students