This week I worked out how I am going to produce 15 minutes of music with my tenor horn. to do this I have decided to join a jazz band at my school and do some solo pieces as well. My pieces (solo) will be confirmed by next week. My instrumental lessons this week went well as I revised some pieces I did previously.
Week 2
This week I worked on my Music style development as it is slightly behind to finish it so no practical work was done. In my instrumental lessons this week I continued to refine a duet and work on expanding my musical note knowledge.
Week 3
This week I worked on the first song I decided to do for my live performance, Pomp and Circumstance. This song was originally a piece I was working on in my instrumental lessons but I believe I have worked on it for long enough for it to be considered a possibility. This week in my instrumental lessons I have worked on Pomp and Circumstance. Only one section of the song is mildly incorrect.
Week 4
This week I worked on a personal project as I can only perform next term in year eleven. In my instrumental lessons this week I worked on a duet piece, i have almost finished the main part but I am having trouble getting the rhythm correct.
Week 5
This week I worked on The pink panther, and I thought it went very well. I have been practicing over the summer holidays and I am more skilled than I was last year. In my instrumental lessons this week my instrument broke so I couldn't do much.
Week 6
This week I almost finished The Pink Panther. It is almost finished. I missed my music lesson this week due to being ill.
Week 7
This week I worked on blues rhythms in preparation for playing a blues piece next week. In my music lesson this week I worked on the pink panther and scales.
Week 8
this week I worked on the pink panther. It went quite well, better than last week. in my instrumental lessons i worked on both the pink panther and some scales
Week 9
This week I worked on the pink panther and can you feel the love tonight. I have almost finished the pink panther as it sounds pretty good so I moved onto can you feel.
Week 10
This week I went over can you feel and a new piece. They went pretty well in comparison to other pieces I've tried, I think I will add can you feel to my set of pieces. In my instrumental lessons this week I went over can you feel and the new piece.
Week 11
This week I went over The Pink Panther, Can you feel the love tonight, and Yesterday. All I'm doing currently is revising these pieces to get a higher understanding of them, as well as to learn them. My instrumental lesson this week went well.
This week I worked on the pink panther and can you feel the love tonight. I have almost finished the pink panther as it sounds pretty good so I moved onto can you feel.
Week 10
This week I went over can you feel and a new piece. They went pretty well in comparison to other pieces I've tried, I think I will add can you feel to my set of pieces. In my instrumental lessons this week I went over can you feel and the new piece.
Week 11
This week I went over The Pink Panther, Can you feel the love tonight, and Yesterday. All I'm doing currently is revising these pieces to get a higher understanding of them, as well as to learn them. My instrumental lesson this week went well.
READ ALL OF THE FOLLOWING SO YOU ARE 100% CLEAR ON THE TASK! FILL IN THE GAPS BY ANSWERING THE QUESTIONS
Brief:
Your school is hosting a showcase for parents and governors. You have been asked to provide a 10-15 minute performance appropriate to the event.
Your work: Must be suitable for the audience
If you work as a group each candidate in the group must be able to show their contribution. Each candidate will be assessed individually.
Our event at Monk’s Walk School
You must design your programme around the audience – explain how your programme is suitable for presentation to parents and governors.
TASK 1 Planning
Learning outcome – be able to plan for a live performance
Pass
- Explain your realistic and achievable goals, which must relate to your aspirations and expectation of the performance.
- There will be some tutor input into this undertaking.
- Based on your personal goals you will give evidence to show that you understand what the performance will look and feel like, what its duration will be and how you will engage with it.
- You will also give evidence to show understanding of health and safety implications associated with performing music that take into account the context (place, people involved, audience etc. ) in which the performance is taking place.
Merit
- Explain your realistic and achievable goals, which must relate to your aspirations and expectation of the performance.
- There will be very little tutor input into this undertaking.
- Based on your personal goals you will give evidence to show that you have a clear understanding of what the performance will look and feel like, what its duration will be and how you will engage with it.
- You will also give evidence to show a clear understanding of health and safety implications associated with performing music that take into account the context (place, people involved, audience etc.) in which the performance is taking place.
Distinction
- Explain your realistic and achievable goals, which must relate to your aspirations and expectation of the performance. Take ownership of these goals.
- There will be little or no tutor input into this undertaking.
- Based on your personal goals you will give evidence to show that you have a clear understanding of what the performance will look and feel like, what its duration will be and how you will engage with it. Within this there will be strong evidence of clear understanding of where potential issues may lie. Strategies for how these may be overcome effectively will be in place.
- You will also give evidence to show a clear understanding of health and safety implications associated with performing music that take into account the context (place, people involved, audience etc.) in which the performance is taking place. You must show clear understanding of where issues may occur and how they may be avoided.
Answer the following questions in full sentences. Then check back to the grading criteria to see if you have met your target grade:
1. My statement of personal aims:
Think about your contribution to the event and answer the following questions.
a) What do you want to achieve through your contribution (performance or compositions)?
To improve my confidence with performance by doing a performance, to develop my skills with performing in front of audiences without failing, to develop my collaboration skills by working with the jazz band to produce some pieces.
To improve my confidence with performance by doing a performance, to develop my skills with performing in front of audiences without failing, to develop my collaboration skills by working with the jazz band to produce some pieces.
Through my contribution to the event I would like to achieve the following goals:.
- to be able to play pieces correctly and accurately in front of an audience
- to learn how to play jazz music to widen my repertoire
- to become more confident in my abilities, which will help my image
b) What skills do you have that you can use?
I think that I have the following skills which I will use to help me achieve these goals……
- I have a basic understanding of jazz
- I have played in front of an audience before
- I have had experience playing brass instruments for many years
c) How will you know if you have achieved it?
I will know if I’ve achieved it because……
- I will have finished the performance
- I will have played jazz successfully
- People will enjoy my performance, and I will get positive feedback
d) How will you meet the expectations of the audience?
I will meet the audience's expectations by playing a style that is enjoyable to listen to. I will aim for high quality sound, and play well in time with the rest of the band.
I will meet the audience's expectations by playing a style that is enjoyable to listen to. I will aim for high quality sound, and play well in time with the rest of the band.
2. Plan of my contribution to the performance
i aim to play some unaccompanied pieces and some accompanied pieces
a) What are the requirements of the brief and how will you meet them? Put the brief into your own words and explain how you will meet what it is asking for
- I need to play for 10-15 minutes
- I need to play a variety of songs
- Health and safety information
b) What do you intend to do? E.g. I intend to perform on……… I will play the following songs………… First I will play………. It will be a good opening song because…….. This will be a solo/ ensemble? Etc.
i intend to play The pink panther, yesterday (by the beatles) and can you feel (from the lion king)
c) How will you do it? E.g. rehearsals, work with tutor, record self and listen back to it, dress rehearsal (week before) etc.
I will regularly go over each piece and practice at home two times a week
d) Who will you need to involve?
My instrumental lesson teacher
My instrumental lesson teacher
e) What resources will you need?
sheet music
a practice room
a practice room
f) What time is needed for each song/ activity (e.g. dress rehearsal/ recording)?
a dress rehearsal and recording session
g) What are the health and safety issues for rehearsals and the performances (think of noise levels, cables, audience, working with others)
in list form; tripping over cables, electrocution, measure the noise level, try not to trip over people
Now type up neatly and clearly your set list for the programme. Make sure it includes full titles of songs, original artists and the names of anyone you will perform it with.
My set list:
Pink Panther -
Can you feel the love tonight - Elton John
Can you feel the love tonight - Elton John
Yesterday - The Beatles
Style and Image:
Describe your style and image for the event. Make sure you justify your choices (is it appropriate for the audience?)
Ideas for the performance:
How will you make sure it runs smoothly, organisation, anything extra you need and how will you get it?
Staging and equipment needs:
What equipment do you need and why?
What are the staging requirements? E.g. space needed, placement of equipment etc.
Rehearsal Schedule
These are your rehearsal dates in class time (you may add 10 more hours of personal preparation time in but this must be in your own time).
Next to each date write down what you plan to achieve – you can change this as you go along if you need to but write it out now.
Make sure you include when you will do recordings on your phone to listen back and when you will get other people/ teachers to listen.
- WHEN YOU RECORD YOU MUST GET THIS PUT ON YOU BLOG. You can audio record on your phone if you know how to send it to your teacher via email so that they can put it on your blog.
- When you get peer or teacher feedback you must type this on to you blog.
- All evidence must be on your blog.
Rehearsal 1: 1st March CONTROLLED ASSESSMENT TIME
Plan:
Reality:
Rehearsal 2: 8th March CONTROLLED ASSESSMENT TIME
Plan:
Reality:
Rehearsal 3: 15th March CONTROLLED ASSESSMENT TIME
Plan:
Reality:
Rehearsal 4: 22nd March CONTROLLED ASSESSMENT TIME
Plan:
Reality:
Rehearsal 5: 29th March CONTROLLED ASSESSMENT TIME
Plan:
Reality:
EASTER HOLIDAYS
Rehearsal 6: 19th April CONTROLLED ASSESSMENT TIME
Plan:
Reality:
Rehearsal 7: 26th April CONTROLLED ASSESSMENT TIME
Plan:
Reality:
DRESS REHEARSAL ON STAGE and rehearsal in practice room: Wednesday 3rd May (2 hours)
Plan:
Reality:
Rehearsal 9: 4th May
Plan:
Reality:
PERFORMANCE: WEDNESDAY 10th May
Now – BLOG AND REHEARSE! Your blog needs to be extremely detailed. You must make sure that any changes to your plan are written down on your blog with reasons e.g. when you rehearse, something may not work and you may need to change it so explain this!
TASK 2 – THE PERFORMANCE
PERFORMANCE GRADING CRITERIA - check you have met your target grade:
PASS - Evidence competent musical, technical, self- management, communication (verbal and non- verbal) and safe practice skills in taking part in the performance and associated activity
MERIT - Evidence good musical , technical, self- management, communication (verbal and non- verbal) and safe practice skills in taking part in the performance and associated activity
DISTINCTION - Evidence excellent musical , technical, self- management, communication (verbal and non- verbal) and safe practice skills in taking part in the performance and associated activity
FINAL LIVE MUSIC PERFORMANCE:
TASK 3 DRESS REHEARSAL Evaluation – RECOMMENDED TIME TO SPEND ON THIS – 2 HOURS.
EVALUATION GRADING CRITERIA:
PASS - Evidence understanding of the degree of success of the performance as a whole and of their role with it. As part of this, learners are expected to assess their strengths and areas for development are defined clearly.
MERIT - Evidence clear understanding of the degree of success of the performance as a whole and of their role with it. Strengths and areas for development are defined clearly.
DISTINCTION Evidence clarity and realism in evaluating the degree of success of the performance as a whole and of their role with it. Strengths and areas for development are defined clearly, Strategies for the on going refinement of their skills as a live performer will be in place.
After the performance, you need to think about what went well and what you could improve on in your future work. Answer the following in full sentences:
Strengths Reflection:
1. What went well during the performance? Think about the performance as a whole (the whole group performance):
2. What did YOU do well during the performance? Write about the strengths of your individual contribution:
Improvement Reflection:
3. What could have been done better if you were to perform again? Both as a whole group and your individual contribution.
4. Now write what you need to improve and write a strategy of what you will do to make those improvements:
Improvement #1:
Improvement #1:
Strategy: How could you make that improvement?:
Improvement #2:
Strategy: How could you make that improvement?:
Improvement #3:
Strategy: How could you make that improvement?:
Feedback from others:
5. What was the feedback your received from your teacher, other group members and members of the audience?
6. How did this feedback help with your evaluation of the performance? e.g. what did they notice and comment on that you didn’t realise/know/think about?
Conclusion:
7. Write a brief summary/conclusion of your performance:
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