The final of the sequential music performance courses supports students in demonstrating the culmination of six semesters of tertiary music performance study via a major artistic research project. This final project may take the form of a lecture recital, concert with program notes, recording with liner notes, documentary film, interactive website, or other format showcasing their expertise as performers and artistic researchers.

Students will participate in one-to-one sessions with vocal/instrumental teachers, ensemble rehearsals, seminars, live and/or studio performances, and other practical and academic contexts.

Learning Outcomes

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

1. demonstrate an advanced understanding of terminology, characteristics of style, and historical concepts as they relate to musical works;
2. demonstrate an advanced level of technical proficiency, and a mature and nuanced understanding of the emotional content in musical works;
3. work independently and collaboratively to develop expertise in understanding the craft of musical performance and its presentation to an audience; and
4. critically analyse material and aesthetical elements of music, demonstrating an ability to provide feedback and pose research questions in both written and verbal formats.

Research-Led Teaching

Lecturers and instructors in this course are committed to research-led, evidence-based instruction. A culture of enquiry, collaboration, critical thinking, creativity, performance excellence, and academic rigour is fostered by linking scholarly research in music pedagogy with professional expertise as creative practitioners. Students in this course are encouraged and supported to develop an autoethnographic research-led praxis.

Field Trips

Students are encouraged to attend live and online concerts, as well as other artistic and performative events, workshops, masterclasses, and festivals throughout the semester. Additionally, they are advised to visit the library for research materials and participate in training sessions.

Examination Material or equipment

Students may be required to provide copies of scores, repertoire lists, and personal devices for playback of backing tracks/transcriptions. Full details will be provided on Canvas, in seminars/tutorials, and directly from one-to-one tutors.

Required Resources

Details will be provided on CANVAS, in seminars/tutorials, and directly from one-to-one tutors.

Recommended Resources

Whether you are on campus or studying online, 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.

Other Information

Re-use of Repertoire

It is an ANU policy that students can not be assessed on the same material more than once. This means that students may not submit for any assessment a work that a) has been used for a solo assessment in either the current semester or an earlier semester (excepting use in Concert Practice), or b) has already been used for an ensemble assessment in either the current semester or an earlier semester.

However, in certain instances material changes to a composition may render it virtually a ‘different’ work from an interpretative perspective, such as substantial changes to instrumentation (i.e., from a large ensemble setting to a solo) or style (i.e., from an up-tempo setting to a ballad).

If you believe the re-use of repertoire may fall into this later category, please speak to your course convenor.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	One-to-one lessons, meet your ensemble, instrumental/vocal seminar, intro to the course/assessment overview (tutorial)
2	1-to-1 lessons, ensemble rehearsal, instrumental/vocal seminar, tutorial
3	1-to-1 lessons, ensemble rehearsal, instrumental/vocal seminar, tutorial
4	1-to-1 lessons, ensemble rehearsal, instrumental/vocal seminar, tutorial
5	1-to-1 lessons, ensemble rehearsal, instrumental/vocal seminar, Concert Practice
6	1-to-1 lessons, ensemble rehearsal, instrumental/vocal seminar, Concert Practice	Assessment 1 due
7	1-to-1 lessons, ensemble rehearsal, instrumental/vocal seminar, Concert Practice
8	1-to-1 lessons, ensemble rehearsal, instrumental/vocal seminar, Concert Practice
9	1-to-1 lessons, ensemble rehearsal, instrumental/vocal seminar, Concert Practice
10	1-to-1 lessons, ensemble rehearsal, instrumental/vocal seminar, Concert Practice
11	1-to-1 lessons, ensemble rehearsal, instrumental/vocal seminar, Concert Practice
12	1-to-1 lessons, ensemble performances, instrumental/vocal seminar, Concert Practice

Tutorial Registration

ANU utilises MyTimetable to enable students to view the timetable for their enrolled courses, browse, then self-allocate to small teaching activities / tutorials so they can better plan their time. Find out more on the Timetable webpage.

Assessment Summary

Assessment task	Value	Due Date	Learning Outcomes
Framing the Music: Communicating Performance Context - 20%	20 %	25/08/2025	1,2,3,4
Ensemble Performance and Participation Assessment - 20%	20 %	*	1,2,3,4
Performance Folio (Concert Practice & Final Recital) - 60%	60 %	*	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
• Extenuating Circumstances Application
• 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 ‘Canvas’ 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

Participation in weekly rehearsals, seminars, and one-to-one lessons is necessary for the successful fulfilment of learning outcomes and completion of this course.

Assessment Task 1

Framing the Music: Communicating Performance Context - 20%

In this mid-semester project, students will create an audience-facing resource to accompany several works they are preparing for solo performance later in the semester. This task supports the development of interpretive insight, stylistic fluency, and professional-level communication skills.

Students may choose two of the following formats:

• Program notes (150–250 words each) for at least two works
• Spoken performance introductions for at least two works (2–3 minutes each, with script submitted)
• A 60 – 90 second video preview/showreel for a social media/concert promotion post, suitable for public dissemination

The aim is to clearly and engagingly articulate the historical, stylistic, and expressive dimensions of the repertoire, while offering mature interpretive insight that enhances the audience’s experience of the performance.

Assessment Submission:

• Written (program notes/introduction scripts) submitted via Canvas, 12-point font, 1.5 spacing
• Verbal (performance introductions) - audio/video recording submitted via Canvas
• Video presentation (social media preview) submitted via Canvas

Rubric

Criteria	HD	D	C	P	N
Clarity and Accessibility	Sophisticated, highly engaging, and clearly tailored to a general audience	Mostly clear and engaging; minor lapses in tone or complexity	Understandable but inconsistent in clarity or accessibility	Generally unclear or not effectively tailored to audience	Unclear or inappropriate for a general audience
Depth of Musical Insight	Demonstrates advanced understanding of stylistic, historical, and expressive elements	Demonstrates sound understanding with some interpretive insight	General awareness of context and expression; limited depth	Minimal detail or undeveloped insight	Incorrect or absent understanding of musical features
Communication and Presentation Style	Creative, professional, and well-suited to the chosen format; confident and compelling	Clear and structured; includes engaging elements	Adequately structured; lacks polish or audience engagement	Lacks fluency or professionalism; minimal engagement	Poorly structured, unclear, or uninspiring
Connection to Performance Development	Strong, reflective link to student’s interpretive process and performance goals	Clear connection to technical and expressive aims	General link to performance development	Basic or implied connection only	No link to performance development demonstrated

Assessment Task 2

Ensemble Performance and Participation Assessment - 20%

This assessment recognises the essential role of active participation in the development of ensemble musicianship. Students will participate in weekly rehearsals with an assigned ensemble and tutor to build advanced ensemble techniques, develop individual and collective rehearsal habits, and explore a variety of musical, stylistic, and culturally informed performance practices.

Students will be guided in developing both verbal and non-verbal communication strategies, the ability to give and receive constructive feedback, and ensemble-specific technical and musical skills. Emphasis is placed on historically and stylistically appropriate performance practices, teamwork, and professional rehearsal conduct.

Assessment is based on two key components:

Ensemble Rehearsal Participation

Students will be assessed by their ensemble director on the following criteria:

• Musical Development: Evidence of ongoing technical improvement, ensemble listening skills, and appropriate stylistic expression (e.g. dynamics, articulation, intonation, or improvisation depending on the ensemble).
• Responsiveness and Collaboration: Ability to respond constructively to direction from the ensemble director and peers, and to contribute meaningfully to rehearsal goals.
• Professionalism: Preparation of parts, punctuality, and commitment to the shared musical outcome.

Final Concert Participation - Pass/Fail

Students must participate in the final public performance of their ensemble.

• Failure to attend the final performance without approved exceptional circumstances will result in a fail for this portion of the assessment and may compromise progression in the course.
• Participation in the concert demonstrates the culmination of rehearsal learning and contributes to the overall ensemble experience for all members.

Submission: Participation records, ensemble director evaluation, and participation in the final concert

Due Date: Ongoing across the semester; final concert (Week 12) participation is expected

Rubric

Criteria	HD	D	C	P	N
Technical Proficiency and Rehearsal Habits	Demonstrates consistent advanced technical control and professional rehearsal discipline	Demonstrates strong technique and reliable rehearsal engagement	Demonstrates developing technical control and rehearsal focus	Basic technical competence with variable rehearsal habits	Limited technical development and inconsistent rehearsal participation
Stylistically/Culturally Appropriate Performance Practice	Performs with deep stylistic awareness and strong cultural understanding	Performs with clear stylistic accuracy and relevant cultural awareness	Performs with general stylistic understanding and intent	Basic stylistic application; cultural elements underdeveloped	Performance lacks stylistic or cultural appropriateness
Communication and Ensemble Skills	Consistently demonstrates advanced communication, responsiveness, and leadership in ensemble contexts	Communicates effectively and contributes to ensemble cohesion	Demonstrates basic ensemble awareness and interaction	Participation evident but communication is inconsistent	Poor ensemble awareness or minimal contribution
Criteria	Pass	Fail
Final Performance Participation (Pass/Fail)	Student actively participated in the final ensemble performance	Student did not participate in the final performance without approved exemption

Assessment Task 3

Performance Folio (Concert Practice & Final Recital) - 60%

This folio comprises two key performance assessments designed to track and showcase your developing and culminating performance capabilities.

1. Concert Practice Performance (Weeks 5 - 12): A 10-minute, work-in-progress performance that presents either selected repertoire from your planned final recital or repertoire that reflects your current musical and technical development. This is a formative opportunity to receive feedback on performance readiness and to demonstrate emerging interpretive and stylistic insight.
2. Final Recital (End of Semester): A formal 40 - 45 minute performance that reflects advanced technical command, expressive maturity, stylistic awareness, and performance professionalism. The recital should demonstrate your capacity to curate and deliver a compelling musical experience. Program notes of approximately 600 words must accompany the performance, offering stylistic, historical, and interpretive context for your audience.

Weighting:

• Concert Practice Performance: 20%
• Final Recital Performance: 40%

Submission: In-person performances during scheduled times.

Program Notes: Program notes (~600 words) submitted to Canvas by 30th October 2025

Rubric

Concert Practice Criteria	HD	D	C	P	N
Technical Development	Demonstrates excellent technical control and preparation appropriate to current repertoire	Strong technical development with minor inconsistencies	Developing technique with clear effort and partial fluency	Basic technical preparation; performance may lack control	Inadequate preparation or technical instability
Stylistic and Interpretive Awareness	Clear stylistic intent, nuanced emerging interpretation, and evidence of creative/improvisational engagement (as appropriate)	Style is mostly accurate; interpretive choices are appropriate; some improvisational development present (as appropriate)	Some stylistic features present; interpretation and improvisation still developing (as appropriate)	Limited stylistic awareness or improvisational clarity; interpretation lacks depth	No clear stylistic, interpretive, or improvisational intention
Repertoire Appropriateness and Progress	Repertoire demonstrates clear alignment with final recital goals and strong progress	Repertoire is appropriate with good progress toward final aims	Repertoire shows developing relevance to final performance	Repertoire selection is marginally related or underprepared	Repertoire is inappropriate or insufficiently prepared
Performance Communication	Engaging, confident, and communicative performance presence	Generally confident with developing stage presence	Some communicative awareness; presentation is tentative	Minimal connection with audience or material	Poor engagement or disruptive stage manner
Final Recital Criteria	HD	D	C	P	N
Technical Mastery	Outstanding technical command with consistency and refinement across entire program	Strong control with only minor technical lapses	Competent technique with some inconsistencies	Basic technical delivery; lacks refinement	Serious technical issues affecting performance
Interpretive and Expressive Insight	Mature, nuanced interpretation that enhances emotional and musical communication, including stylistically appropriate improvisation (as appropriate)	Expressive delivery with strong interpretive character and developing improvisational fluency (as appropriate)	Developing interpretive insight; expression and/or improvisation are somewhat uneven	Limited expressive intent, interpretive consistency, or creative risk	Lacks expressive engagement, interpretation, or improvisational intent
Stylistic and Repertoire Cohesion	Repertoire selection is stylistically coherent and performed with depth and understanding	Repertoire suits the performer and is stylistically accurate overall	Repertoire mostly suits level; performance shows stylistic intent	Repertoire choice is basic or partially cohesive	Repertoire is poorly chosen or stylistically inappropriate
Stage Presence and Professionalism	Poised, assured stage presence with highly professional delivery	Confident and well-managed performance demeanor	Developing stage confidence; generally professional	Inconsistent stagecraft; professionalism needs development	Unprofessional or disengaged stage presence
Program Notes (~600 words)	Insightful, engaging, and clearly written; provides rich stylistic, historical, and interpretive context	Well-written and informative; offers clear context for repertoire	Adequate overview of repertoire with some relevant context	Basic information provided; limited clarity or depth	Incomplete, unclear, or factually inaccurate program

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 (see individual assessment descriptions for details):

• Late submission of live performance assessments are 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 of written and presentation assessments are 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. Any use of artificial intelligence must be properly referenced. Failure to properly cite use of Generative AI will be considered a breach of academic integrity.

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 Accessibility 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 supports you make your own decisions about how you learn and manage your workload.
• ANU Counselling promotes, supports and enhances mental health and wellbeing within the University student community.
• ANUSA supports and represents all ANU students