Last modified: 3 Days, 6 Hours, 5 Minutes ago
Building on MU2054 Performing 1, this course focuses on solo performance. Students will receive 10 hours of tuition with a specialist instrumental / vocal tutor, working towards a 15-minute recital in May.
Students also attend lectures on topics such as performance practice, interpretation, style & genre, practice regimes, managing performance anxiety, presentation and stagecraft.
Students will be expected to attend live performance events and participate in a range of music-making.
| Study Type | Undergraduate | Level | 2 |
|---|---|---|---|
| Term | Second Term | Credit Points | 15 credits (7.5 ECTS credits) |
| Campus | Aberdeen | Sustained Study | No |
| Co-ordinators |
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Building on MU2054 Performing 1, this course focuses on solo performance. Students will receive 10 hours of tuition with a specialist instrumental / vocal tutor, working towards a 15-minute recital in May.
Aligning with the University’s 2040 strategy, this course is interdisciplinary in that it brings together various aspects of music making - notably composing and performing music. Students are also encouraged to work across genre / style, and to experiment in different musical practices.
Students will also receive one-to-one lessons on their specialist instrument / voice (10 x 1-hour lessons per term), or they can double on two instruments with either a 70/30% or 50/50% split. Instrumental and vocal tutors will develop an individually tailored programme of study, focussing on core technical and musical skills and on gaining confidence as performers, expanding creative outlook, and individual performance interests.
Alongside individual lessons and group rehearsals, students will be expected to attend live performance events and participate in a range of music-making.
Information on contact teaching time is available from the course guide.
| Assessment Type | Summative | Weighting | 80 | |
|---|---|---|---|---|
| Assessment Weeks | 41 | Feedback Weeks | 43 | |
| Feedback |
Music performance exam of Main Study for 10 minutes or Main Study and Additional Study for 15 minutes (in total). Repertoire may include a combination of solo and ensemble repertoire, but the student must be clearly featured in any ensemble pieces. Where students are studying more than one instrument / voice, marks may be equally weight or weighted in the proportion 70% (main instrument) and 30 % (second instrument) for assessment purposes). Students may choose whether to perform in front of an invited audience, or to have a closed performance (examiners only). Students may choose to perform solo, or to be accompanied by piano or other instrument(s). Students arrange and pay accompanists themselves (a list of recommended piano accompanists is available from the music office). Students must bring one copy of the performance feedback form to the recital, along with photocopies of the music for the examiners, which will be destroyed after the exam. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Analyse stylistic practices related to selected musical genre(s) in order to inform performance. |
| Conceptual | Apply | Demonstrate increased proficiency in core elements of musicianship, including pulse and rhythmic accuracy, intonation, and ensemble. |
| Conceptual | Apply | Gain enhanced competence on chosen instrument / voice, and demonstrating increased competence in stagecraft and musical communication |
| Conceptual | Create | Select appropriate solo repertoire and perform an engaging recital. |
| Conceptual | Evaluate | Provide constructive feedback to peers. |
| Reflection | Evaluate | Develop individual interests and goals as a performing musician, maintaining an effective practice regime. |
| Reflection | Evaluate | Reflect on one’s own performance work, while taking on board advice and suggestions from peer group and teaching staff. |
| Assessment Type | Summative | Weighting | 20 | |
|---|---|---|---|---|
| Assessment Weeks | 41 | Feedback Weeks | 43 | |
| Feedback |
Students will submit a short form outlining their live event attendance, ensemble activity, and any other relevant performance activities. |
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Analyse | Analyse stylistic practices related to selected musical genre(s) in order to inform performance. |
| Conceptual | Apply | Gain enhanced competence on chosen instrument / voice, and demonstrating increased competence in stagecraft and musical communication |
| Conceptual | Apply | Demonstrate increased proficiency in core elements of musicianship, including pulse and rhythmic accuracy, intonation, and ensemble. |
| Conceptual | Create | Select appropriate solo repertoire and perform an engaging recital. |
| Conceptual | Evaluate | Provide constructive feedback to peers. |
| Reflection | Evaluate | Reflect on one’s own performance work, while taking on board advice and suggestions from peer group and teaching staff. |
| Reflection | Evaluate | Develop individual interests and goals as a performing musician, maintaining an effective practice regime. |
There are no assessments for this course.
| Assessment Type | Summative | Weighting | 100 | |
|---|---|---|---|---|
| Assessment Weeks | 49 | Feedback Weeks | 50 | |
| Feedback | Word Count | |||
| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
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| Knowledge Level | Thinking Skill | Outcome |
|---|---|---|
| Conceptual | Apply | Gain enhanced competence on chosen instrument / voice, and demonstrating increased competence in stagecraft and musical communication |
| Conceptual | Create | Select appropriate solo repertoire and perform an engaging recital. |
| Reflection | Evaluate | Develop individual interests and goals as a performing musician, maintaining an effective practice regime. |
| Conceptual | Apply | Demonstrate increased proficiency in core elements of musicianship, including pulse and rhythmic accuracy, intonation, and ensemble. |
| Conceptual | Analyse | Analyse stylistic practices related to selected musical genre(s) in order to inform performance. |
| Reflection | Evaluate | Reflect on one’s own performance work, while taking on board advice and suggestions from peer group and teaching staff. |
| Conceptual | Evaluate | Provide constructive feedback to peers. |
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