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:

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.

Recommended Resources

Whether you are on campus or studying remotely, there are a variety of online platforms you will use to participate in your study program. These could include videos for lectures and other instruction, two-way video conferencing for interactive learning, email and other messaging tools for communication, interactive web apps for formative and collaborative activities, print and/or photo/scan for handwritten work and drawings, and home-based assessment.

ANU outlines recommended student system requirements to ensure you are able to participate fully in your learning. Other information is also available about the various Learning Platforms you may use.

Staff Feedback

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

• written comments
• verbal comments
• feedback to whole class, groups, individuals, focus group etc

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). Feedback can also be provided to Course Conveners and teachers via the Student Experience of Learning & Teaching (SELT) feedback program. SELT surveys are confidential and also provide the Colleges and ANU Executive with opportunities to recognise excellent teaching, and opportunities for improvement.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	Ongoing ensemble rehearsals Weeks 1-11	Ensembles rehearse from Weeks 1-11 and are then assessed in Week 12 during the normal scheduled ensemble rehearsal time.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Contribution as a performer to the ensemble rehearsals. 40%	40 %	*	1,2,3
Assessment of the ensemble’s performance (30%)	30 %	*	4
Essay/Reflective Journal or Blog (2000 words) 30%	30 %	28/10/2022	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 Integrity Rule before the commencement of their course. Other key policies and guidelines include:

• Academic Integrity Policy and Procedure
• Student Assessment (Coursework) Policy and Procedure
• Special Assessment Consideration Guideline and General Information 
• Student Surveys and Evaluations
• Deferred Examinations
• Student Complaint Resolution Policy and Procedure
• Code of practice for teaching and learning

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 Academic Skills 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.

Assessment Task 1

Contribution as a performer to the ensemble rehearsals. 40%

Assessment Task 1: Contribution as a performer to ensemble rehearsals (40%)

 

Details of task: Each student will actively participate in an 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.

 

Due Date: Assessment within rehearsals Weeks 1-11

Value: 40%

Assessment Task 2

Assessment of the ensemble’s performance (30%)

Details of task: 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.  

 

·      Please note that ensemble is issued a grade dependent upon the group’s performance as a whole; this is not an assessment of performers as individuals.

 

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.

Due date: Assessment in Week 12 during scheduled ensemble times.

Value: 30%

Assessment Task 3

Essay/Reflective Journal or Blog (2000 words) 30%

Details of task and presentation requirements:

Students are required to submit a 2000-word reflective journal or blog and must include in-text referencing, as well as references correctly sited at the end of the work. 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

 

 

Due Date: Friday 28 October 2022 @ 2330hrs.

 

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.

Academic Integrity

Academic integrity is a core part of the ANU culture as a community of scholars. The University’s students are an integral part of that community. The academic integrity principle commits all students to engage in academic work in ways that are consistent with, and actively support, academic integrity, and to uphold this commitment by behaving honestly, responsibly and ethically, and with respect and fairness, in scholarly practice.

The University expects all staff and students to be familiar with the academic integrity principle, the Academic Integrity Rule 2021, the Policy: Student Academic Integrity and Procedure: Student Academic Integrity, and to uphold high standards of academic integrity to ensure the quality and value of our qualifications.

The Academic Integrity Rule 2021 is a legal document that the University uses to promote academic integrity, and manage breaches of the academic integrity principle. The Policy and Procedure support the Rule by outlining overarching principles, responsibilities and processes. The Academic Integrity Rule 2021 commences on 1 December 2021 and applies to courses commencing on or after that date, as well as to research conduct occurring on or after that date. Prior to this, the Academic Misconduct Rule 2015 applies.

 

The University commits to assisting all students to understand how to engage in academic work in ways that are consistent with, and actively support academic integrity. All coursework students must complete the online Academic Integrity Module (Epigeum), and Higher Degree Research (HDR) students are required to complete research integrity training. The Academic Integrity website provides information about services available to assist students with their assignments, examinations and other learning activities, as well as understanding and upholding academic integrity.

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

Individual assessment tasks may or may not allow for late submission. Policy regarding late submission is detailed below:

• Late submission not permitted. If submission of assessment tasks without an extension after the due date is not permitted, a mark of 0 will be awarded.
• Late submission permitted. 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

The Academic Skills website has information to assist you with your writing and assessments. The website includes information about Academic Integrity including referencing requirements for different disciplines. There is also information on Plagiarism and different ways to use source material.

Extensions and Penalties

Extensions and late submission of assessment pieces are covered by the Student Assessment (Coursework) Policy and Procedure. Extensions may be granted 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 Access 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