Within this course students will be provided with opportunities to develop skills in music performance. Each Performance course will require students to demonstrate an increasing proficiency in both solo and ensemble music performance. Styles covered can include classical, jazz, contemporary and folk/world music. Learning and teaching activities will include lectures, small group teaching and ensemble work. Students will be able to access one-to-one tuition, master classes or conferences with School of Music Staff or through a Performance Development Allowance. All students wishing to enrol in these courses must have successfully completed an audition.
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:- demonstrate an advanced control of technique and attention to performance accuracy with a distinctive emphasis on the artistic outcome in the music performed;
- demonstrate an advanced degree of control, subtlety of musical expression and awareness of musical textures, structure, style, character and emotional intent of the music being performed;
- demonstrate musicianship and performance presentation that includes high level imagination and confident artistic expression that communicates effectively to an audience;
- demonstrate the ability to propose a research question and explore the question leading to a performance outcome. The student will be able to explain this process and outcome orally or in writing;
- provide immediate verbal feedback to a range of performers on their live concert performance; and
- demonstrate their continuous development as ensemble performers.
Staff Feedback
Students will be given feedback in the following forms in this course:
- Written feedback upon Concert Practice assessment, Technical and Repertoire Reflection, Ensemble performance (incorporating the Ensemble Director’s report and performance assessment report, and the Technical and Repertoire examination.
- Students are customarily given verbal feedback by teachers during performance tuition activities, and by Flagship Ensemble directors during 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.
Other Information
Additional referencing requirements:
Written work should be appropriately referenced 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
Class Schedule
| Week/Session | Summary of Activities | Assessment |
|---|---|---|
| 1 | Weekly one-to-one instrumental/ vocal lesson of one hour duration, weekly vocal/ instrumental performance seminar of one hour duration and weekly ensemble rehearsal of two hours duration. Assessment summary: 1. Concert Practice assessment (8-10 minutes duration) 20% 2. Technical and Repertoire Reflection (300 – 400 words) 10% 3. Ensemble assessment 20% 4. Technical and Repertoire Examination (20 minutes) 50% | Concert Practice assessments scheduled through weeks 4 - 12. Concert Practice schedule will be available 25/2/2019. *Return of Concert Practice Assessments - Within one week of Concert Practice. *Return of Assessment tasks 3 & 4 will occur approximately 10 days after the completion of the semester. |
Assessment Summary
| Assessment task | Value | Due Date | Return of assessment | Learning Outcomes |
|---|---|---|---|---|
| Concert Practice Assessment | 20 % | 20/05/2019 | 31/05/2019 | 1, 2, 3, 5 |
| Technical and Repertoire Reflection | 10 % | 03/05/2019 | 31/05/2019 | 4 |
| Ensemble Performance | 20 % | 31/05/2019 | 22/06/2019 | 1, 2, 3, 6 |
| Technical and Repertoire examination | 50 % | 14/06/2019 | 22/06/2019 | 1, 2, 3, 4 |
* 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. In rare cases where online submission using Turnitin software is not technically possible; or where not using Turnitin software has been justified by the Course Convener and approved by the Associate Dean (Education) on the basis of the teaching model being employed; students shall submit assessment online via ‘Wattle’ outside of Turnitin, or failing that in hard copy, or through a combination of submission methods as approved by the Associate Dean (Education). The submission method is detailed below.
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
Ensembles
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.
Concert Practice
?Performing live in a concert can only be learned through actually participating in a concert, not only as a performer, but also as an audience member. As an audience member you learn about live performance from observing a range of live performances and providing live feedback to a range of performers on their live performance. Having an audience changes the dynamic and so it is essential that an audience is present for the live performance. The absence of an audience has a negative impact on the concert practice experience. As such, in order to pass this course students must, unless they have a relevant medical certificate, participate in at least 80% of Concert Practice time by active listening within each performance and offering constructive feedback based on this active listening when called upon to do so.
Assessment Task 1
Learning Outcomes: 1, 2, 3, 5
Concert Practice Assessment
Each student will present an 8 – 10 minute solo or ensemble performance in Concert Practice once during the semester. Students must submit details of their performance on the Concert Practice Assessment Form by midday on the Wednesday prior to their scheduled performance date. All submissions to the online form are time and date stamped. The Concert Practice Assessment Form should be submitted via the appropriate link available in the ANU School of Music Performance Handbook.
Assessment Rubric
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.
Assessment criteria
Technique/ technicality: posture, quality of intonation, quality of articulation, ability to perform from memory (if applicable), quality of languages & diction (if applicable), breath control, finger or slide technique (as appropriate), pedalling accuracy (if applicable), harmonic security within improvisation (if applicable)
Communication/ interpretation/ presentation: Quality of stage presence & communication with the audience, quality of communication & interaction within the ensemble, evidence of prior preparation, level of confidence demonstrated within the performance, level of evident artistic expression, musicianship & creative individuality, overall quality of presentation, affinity for performance, appropriateness of body language & expression, skills within improvisation (if applicable)
Repertoire: Appropriateness of chosen repertoire to the level or standard required, stylistic knowledge of the chosen repertoire, level of musical and artistic variety evident within the chosen repertoire
Rhythmic precision/ tone and timbre: Quality, consistency & variety of tone & timbre, tone projection, sense of pulse, meter and subdivision of metrical structures, level of evident dynamic contrast, ability to blend and balance within the ensemble (if applicable)
Due Date: as per the Concert Practice schedule available on the Music Performance Wattle website.
Value: 20%
Presentation requirements: Students should wear attire appropriate to a professional concert performance within their instrumental or vocal genre.
Concert Practice
Performing live in a concert can only be learned through actually participating in a concert, not only as a performer, but also as an audience member. As an audience member you learn about live performance from observing a range of live performances and providing live feedback to a range of performers on their live performance. Having an audience changes the dynamic and so it is essential that an audience is present for the live performance. The absence of an audience has a negative impact on the concert practice experience. As such, in order to pass this course students must, unless they have a relevant medical certificate, participate in at least 80% of Concert Practice time by active listening within each performance and offering constructive feedback based on this active listening when called upon to do so.
Assessment Task 2
Learning Outcomes: 4
Technical and Repertoire Reflection
Students are required to submit a 300 – 400 word reflection detailing a rationale for the selected exercises and repertoire, and the relevance of such to their instrumental/ vocal study. Students should prepare their Technical & Repertoire Reflection with reference to the Guidelines for preparing the Technical and Repertoire Reflection pdf, available on the Music Performance Wattle site. Students may comment on any changes made in their chosen technical work and repertoire through the course of the semester, and why these changes occurred. The Technical & Repertoire Reflection should provide a clear picture of the material students have been working on throughout the semester.
Assessment Rubric
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.
Assessment criteria:
- Specificity of facts and appropriateness of perspective pertaining to the selected technical work and repertoire.
- Detail and relevance of background material contextualising the technical work and repertoire.
- Depth of synthesis of scholarly material and quality of academic referencing.
- Accuracy of formatting, including structure, spelling, layout and translations where applicable.
Word limit: 300 – 400 words
Due date: Friday 3 May 2019
Value: 10%
Presentation requirements: Students should prepare their Technical and Repertoire reflection in Word (.docx file). Students may include black and white images, as appropriate.
Online Submission: The Technical and Repertoire Reflection should be uploaded via Turnitin through the link available on the Music Performance Wattle site. 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.
Assessment Task 3
Learning Outcomes: 1, 2, 3, 6
Ensemble Performance
Ensemble participation and performance are integral components of Music Performance 1 – 6. In this module, students learn to perform in an ensemble, building team skills and rehearsal techniques, while exploring musical styles, developing artistic expression and communication through group performance. Through their rehearsals, performances and reflection upon the interaction and accomplishments of their ensemble peers, students will gain insights into ‘best practice’ in ensemble music preparation.
For all students taking MUSI3301 Performance 5, the Ensemble component (20%) of this course will be delivered via one of the School’s suite of flagship ensembles. Students should register their choice of Flagship Ensemble on the Music Performance Wattle site by the end of week 2 of the semester. For further information about the Flagship ensembles, please consult the ANU School of Music Performance Handbook, which is available in .pdf format on the Music Performance Wattle website.
Value: 20% of the total grade. The Ensemble component comprises:
- Ensemble director’s mark: 10% of the total grade
- Ensemble performance mark: The examiners’ averaged mark for the ensemble’s performance will contribute 10% of the total grade. A panel of two examiners (with at least one panel member being a member of the ANU School of Music Faculty) will assess the ensemble’s performance given in week 12 (the final teaching week of the semester), or in a performance throughout the semester.
Assessment Rubric
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.
Assessment criteria – Ensemble Director’s mark:
- 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 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 dictation and 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.
Assessment criteria – Ensemble performance:
- 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.
Due date: Performance assessed during the semester, or in Week 12 (28 - 31 May 2019)
Presentation requirements: Students are required to:
- contribute to weekly rehearsals with their nominated Flagship Ensemble.
- participate in performances given by their nominated Flagship Ensemble throughout the semester.
Ensemble: 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.
Please note: SCUNA is available for ensemble assessment only to those students enrolled in MUSI2220 Music Ensemble.
Assessment Task 4
Learning Outcomes: 1, 2, 3, 4
Technical and Repertoire examination
All instrumentalists enrolled in MUSI3301 Performance 5 undertake an unaccompanied Technical & Repertoire examination as their major performance assessment (50%). All vocalists enrolled in MUSI3301 Performance 5 undertake a Technical & Repertoire examination as their major performance assessment (50%). The school will provide an accompanist to facilitate all vocal Technical & Repertoire examinations. Please refer to the ANU School of Music Accompanist Allocation Policy (see Performance Handbook).
Assessment Rubric
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.
Assessment criteria
Technique/ technicality: posture, quality of intonation, quality of articulation, ability to perform from memory (if applicable), quality of languages & diction (if applicable), breath control, finger or slide technique (as appropriate), pedalling accuracy (if applicable), harmonic security within improvisation (if applicable)
Communication/ interpretation/ presentation: Quality of stage presence & communication with the audience, quality of communication & interaction within the ensemble, evidence of prior preparation, level of confidence demonstrated within the performance, level of evident artistic expression, musicianship & creative individuality, overall quality of presentation, affinity for performance, appropriateness of body language & expression, skills within improvisation (if applicable)
Repertoire: Appropriateness of chosen repertoire to the level or standard required, stylistic knowledge of the chosen repertoire, level of musical and artistic variety evident within the chosen repertoire
Rhythmic precision/ tone and timbre: Quality, consistency & variety of tone & timbre, tone projection, sense of pulse, meter and subdivision of metrical structures, level of evident dynamic contrast, ability to blend and balance within the ensemble (if applicable)
Due date: Assessment is scheduled in the ANU Examination period (6 - 14 June 2019).
Value: 50%
Presentation requirements: Each Technical & Repertoire exam in MUSI3301 Performance 5 is scheduled for 25 minutes. It is expected that students will present 20 – 23 minutes of technical studies, arpeggios, scales and repertoire relevant to their instrument/voice. For requirements pertaining to individual instrument areas/ voice, please refer to the Music Performance Wattle website.
Students must provide the following items for the panel at the Technical and Repertoire examination:
- A complete list of all technical work, excerpts and repertoire prepared for the assessment.
- Copies of all technical work, excerpts and repertoire prepared for the assessment. Please note that copies of repertoire will not be returned to students.
A panel of two examiners (with at least one panel member being a member of the ANU School of Music Faculty) will assess all Technical & Repertoire examinations. All examinations will be audio recorded. Technical & Repertoire examinations will be held in the ANU examinations period and are closed to the public. Students are reminded, as per University guidelines, that they are expected to be available to sit an examination at any time during the official examination period.
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) 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
Convener
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Research InterestsHistorical performance practice, vocal performance and the pedagogy of singing, music performance research |
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Dr Paul McMahon
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Instructor
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Research Interests |
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John Mackey
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