AREA OF STUDY 3 ENSEMBLE PERFORMANCE

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AREA OF STUDY 3ENSEMBLE PERFORMANCE
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Whats an Ensemble?

1. School and community bands/orchestras and choirs
   as well as small groups organised by the students
   themselves within the class or partnership.
2. Church choir or musical group/band
3. Not necessarily primary instrument.

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Which Instrument?

1. Primary instrument
2. Secondary instrument
3. Conducting
4. Voice

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Key Knowledge

• Background of ensemble works being prepared for
  study
• Practice, preparation and performance of
  contrasting ensemble works in a prepared program
  by a range of composers and/or performers.

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• Ways of contributing to ensemble development and
  musical balance within the ensemble
• Performance in an ensemble as part of a program
  demonstrating ensemble performance skills,
  including mintaining amusical role as appropriate
  to the selected styles.

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Key SkillPractice, prepare and perform
contrasting ensemble works in a prepared program
by a range of composers and/or performers.
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• Genius may be born but great performances are
  created together

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Keep a log or diary of each rehearsal.

• A means of recording the progress and attendance
  of each rehearsal.
• Setting specific goals for each rehearsal.
• Observing group dynamic issues and noting how
  this effects the efficiency of the rehearsal
• Outlining different practice and rehearsal
  strategies.
• If possible, record or video rehearsals and
  review regularly

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Research composers and Musical Styles

• Listen to recordings of different groups,
  comparing the interpretations of same works
• Encourage students to try new material, outside
  of the familiar
• Experiment with different instruments at
  different settings
• Experiment with different styles eg
  accoustic/electronic, funk/reggae, Bach/Schubert,
  bebop/trad.

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Seek out performance opportunities

• Good performance comes from good performance
  practice
• Performance feedback from the Teacher, Band
  Director and STUDENTS
• Directed student feedback encourages objective
  listening
• Concert practice and/or Masterclasses
• Concerts for Senior citizens, PFA, lunchtime
  student performances, Music nights, assemblies
  etc
• Local restaurants, council etc

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Key SkillContribute constructively to
ensemble development and musical balance within
the ensemble..
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Shared contribution, shared responsibility.

• Each student is responsible for contributing at
  least one musical idea/piece of repertoire to the
  group.
• Assign roles to members of ensembles eg Band
  librarian, section leader in the choir,
  leadership of sectional rehearsals, Rehearsal
  set-up etc.
• Experiment with changing positioning within the
  group.
• Experiment with changing roles within the
  ensemble.
• Experiment with altering style of piece eg
  adapting dynamic ideas from one style into
  another, swinging the rhythm, accoustic to
  heavy rock etc.
• Dropping in, dropping out

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Key SkillPerform in an ensemble as
part of a program demonstrating ensemble
performance skills commensurate with skill level
in solo performance work, including maintaining a
musical role as appropriate to the style.
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Utilising outside Professional ExpertiseInstrume
ntal Teachers and other Performing Groups

• Enlisting the expertise of IMT staff to guide
  students into suitable repertoire.
• Have students play with IMT staff to gain insight
  to a higher level of performance (sometimes)
• Engage Professional Groups to perform at school
  and offering M/Classes, workshops.
• Organising trips to Concerts/ Performances of
  group performers
• Top Act/Top Class performances
• Work experience opportunities.