The second of the sequential music performance courses supports students in developing proficiency in both solo and ensemble settings while also deepening their understanding of the context and performance practice of their chosen repertoire, style, and genre. Students will participate in one-to-one sessions with vocal/instrumental teachers, ensemble rehearsals, seminars, and other practical and academic contexts.

Learning Outcomes

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

1. demonstrate foundation level understanding of terminology, characteristics of style, and historical concepts as they relate to musical works;
2. demonstrate a foundation level of technical proficiency, and an emerging understanding of the emotional content in musical works;
3. work independently and collaboratively to develop proficiency 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.

Class Schedule

Week/Session	Summary of Activities	Assessment
1	One-to-one lessons, meet your ensemble, instrumental or vocal seminar, intro to the course/assessment overview (tutorial)
2	One-to-one lessons, ensemble rehearsal, instrumental or vocal seminar, tutorial
3	One-to-one lessons, ensemble rehearsal, instrumental or vocal seminar, tutorial
4	One-to-one lessons, ensemble rehearsal, instrumental or vocal seminar, tutorial
5	One-to-one lessons, ensemble rehearsal, instrumental or vocal seminar, Concert Practice
6	One-to-one lessons, ensemble rehearsal, instrumental or vocal seminar, Concert Practice	Assessment 1: Performance Readiness and Performance Anxiety Reflection
7	One-to-one lessons, ensemble rehearsal, instrumental or vocal seminar, Concert Practice
8	One-to-one lessons, ensemble rehearsal, instrumental or vocal seminar, Concert Practice
9	One-to-one lessons, ensemble rehearsal, instrumental or vocal seminar, Concert Practice
10	One-to-one lessons, ensemble rehearsal, instrumental or vocal seminar, Concert Practice
11	One-to-one lessons, ensemble rehearsal, instrumental or vocal seminar, Concert Practice
12	One-to-one lessons, ensemble performance, instrumental or vocal seminar, Concert Practice	Assessment 2: Ensemble Performance
13	Exam period	Assessment 3: Recitals

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
Performance Readiness and Performance Anxiety Reflection - 20%	20 %	29/08/2025	2,3,4
Ensemble Performance and Participation Assessment - 20%	20 %	*	1,2,3,4
Performance Folio (Concert Practice & 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 fulfillment of learning outcomes, and completion of this course.

Assessment Task 1

Performance Readiness and Performance Anxiety Reflection - 20%

This task invites students to reflect on their personal experience of performance preparation, with a particular focus on performance anxiety and emotional readiness. Students will identify situations in which they experience nerves or anxiety related to performance, explore how these feelings affect their technical and expressive abilities, and describe strategies they are exploring to manage them.

Students will be introduced to relevant concepts (e.g., self-talk, mental rehearsal, breathing techniques, reflective journaling, and somatic awareness) in class and encouraged to trial at least one strategy prior to submission.

This reflection supports students’ development of a healthier, more informed relationship with performing in front of others and strengthens their self-awareness as both musicians and learners.

Choose 3–4 of the following prompts to guide your reflection:

• What are your typical experiences of performance anxiety, and when do they tend to arise?
• How does performance anxiety affect your technical or expressive preparation?
• What strategies or techniques have you explored to manage nerves?
• Describe one situation where you successfully (or unsuccessfully) managed performance anxiety.
• How do you think performance preparation can support emotional regulation?
• What questions or areas of curiosity do you have about performance psychology?

Submission requirements: written reflection (1000 - 1200 words, 12-point font, 1.5 spacing), or spoken reflection (video recording 5 - 6 minutes) via Canvas

Due Date: 28/8/25 Week 6

Weighting: 20%

Rubric

Criteria	HD	D	C	P	N
Depth of Reflection	Deeply insightful and personal reflection demonstrating strong emotional awareness and maturity	Clear, thoughtful reflection with personal relevance and developing insight	Adequate reflection with some relevant insight	Basic reflection; shows minimal engagement	Superficial or vague reflection lacking engagement
Engagement with Strategy	Thoughtful and effective application of one or more strategies; critically evaluates impact	Clearly describes and reflects on at least one strategy	Describes a strategy with limited detail or reflection	Mentions a strategy with little explanation or relevance	No evidence of strategy use or understanding
Connection to Practice	Strong and explicit link to technical and expressive musical preparation; contextually rich	Clear link to musical context; demonstrates awareness of preparation process	General reference to practice with limited analysis	Weak or vague connection to practice	No connection to musical practice demonstrated
Communication	Highly articulate, well-structured, and expressive in tone and delivery	Mostly clear, coherent, and well organised	Understandable, some structural or tonal inconsistencies	Basic structure and clarity; some issues in fluency	Poorly structured, unclear, or difficult to follow

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

Weighting: 20%

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
Participation in Final Performance	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 & 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. Recital (End of Semester): A formal 20 - 25 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.

Recital 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 strong emerging technical control appropriate to level	Good control with occasional lapses	Developing control with basic fluency	Basic control with some instability	Limited technical ability or insufficient preparation
Stylistic, Interpretive, and Improvisational Awareness (as appropriate)	Clear emerging stylistic awareness and interpretive intent	Appropriate style and basic expressive awareness	Some stylistic markers and expressive effort	Limited stylistic clarity or expressive intent	No evident stylistic or expressive understanding
Repertoire Appropriateness and Progress	Repertoire is well chosen and shows strong progress	Good choice with developing progress	Suitable repertoire with some progress	Basic repertoire preparation	Repertoire poorly chosen or underprepared
Performance Communication	Confident and engaged delivery with clear communication	Generally confident with developing presence	Some communication; performance may be tentative	Minimal communication or stage presence	Disengaged or unclear presentation
Final Recital Criteria	HD	D	C	P	N
Technical Mastery	Solid foundation with consistent control appropriate to level	Good control with minor inconsistencies	Developing technique; generally secure	Basic technique with frequent inconsistency	Technique undermines performance
Interpretive, Expressive, and Improvisational Insight	Clear expressive intent and stylistic engagement	Expressive delivery with some depth	Emerging expressiveness and style	Limited expression or interpretation	No evidence of expressive or stylistic awareness
Stylistic and Repertoire Cohesion	Repertoire suits level and is stylistically coherent	Mostly suitable and accurate	Generally appropriate with developing coherence	Basic repertoire with inconsistent style	Poorly chosen or incoherent repertoire
Stage Presence and Professionalism	Confident and professional delivery	Mostly confident with minor lapses	Some professionalism and developing presence	Basic stage presence	Poor stagecraft or preparation
Program Notes (~600 words)	Clear, well-structured and informative	Informative with minor issues	Adequate context with limited depth	Minimal context; lacks clarity	Incomplete or unclear notes

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. 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