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AREA OF STUDY 3 ENSEMBLE PERFORMANCE

AREA OF STUDY 3 ENSEMBLE PERFORMANCE. What’s an Ensemble?. School and community bands/orchestras and choirs as well as small groups organised by the students themselves within the class or partnership. Church choir or musical group/band Not necessarily primary instrument . Which Instrument?.

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AREA OF STUDY 3 ENSEMBLE PERFORMANCE

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  1. AREA OF STUDY 3ENSEMBLE PERFORMANCE

  2. What’s an Ensemble? • School and community bands/orchestras and choirs as well as small groups organised by the students themselves within the class or partnership. • Church choir or musical group/band • Not necessarily primary instrument.

  3. Which Instrument? • Primary instrument • Secondary instrument • Conducting • Voice

  4. 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.

  5. 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.

  6. Key Skill:Practice, prepare and perform contrasting ensemble works in a prepared program by a range of composers and/or performers.

  7. ‘Genius may be born but great performances are created together’

  8. 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

  9. 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.

  10. 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

  11. Key Skill:Contribute constructively to ensemble development and musical balance within the ensemble..

  12. 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’

  13. Key Skill:Perform 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.

  14. Utilising outside Professional Expertise:Instrumental 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.

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