Unit information: Extended Study: Performance in 2016/17

Unit name	Extended Study: Performance
Unit code	MUSI30061
Credit points	40
Level of study	H/6
Teaching block(s)	Teaching Block 4 (weeks 1-24)
Unit director	Dr. Stephen Rice
Open unit status	Not open
Pre-requisites	MUSI20058
Co-requisites	None
School/department	Department of Music
Faculty	Faculty of Arts

Description including Unit Aims

This unit is for suitably-qualified students who wish to offer performance as an important element within their final-year study. Through a variety of teaching contexts, including individual instrumental or vocal lessons, performance seminars, workshops, and masterclasses, it aims to develop technical and interpretive abilities to a high level, sufficient to carry off a public solo recital. With respect to solo performance, challenging repertoire will be examined alongside appropriate stylistic considerations for its presentation (including an awareness of historically-informed styles of performance).

This unit is aimed at suitably-qualified students who wish to offer performance as a major element (40CP) of their Level H programme of study. Through a variety of teaching contexts, including individual instrumental or vocal lessons, performance seminars and workshops, and masterclasses, this unit aims to develop technical and interpretive abilities to a high level, sufficient to carry off a half-hour public solo recital. With respect to solo performance, challenging repertoire will be examined alongside appropriate stylistic considerations for its presentation (including an awareness of historically-informed styles of performance); careful attention will be given to programme building (in individual lessons, primarily, but supplemented by detailed discussion in performance seminars within the department). In the performance seminars, there will be frequent opportunities for informal performance before the rest of the group in which constructive feedback from the tutor and other students will be received. The seminars offer an important opportunity for defending interpretive approaches, offering and reacting to criticism, experimenting with alternative solutions and self-reflection. Occasional masterclasses given by visiting professional performers will enhance the learning experience.

Intended Learning Outcomes

Successful completion of this unit will enable the student to:

1. develop and display technical fluency and interpretative insight beyond the level attained in Level I Practical Studies
2. prepare and present a 30-minute solo public recital with confidence
3. identify and develop strategies for improvement of technical weaknesses
4. extend knowledge of repertoire and associated technical/ musical requirements
5. refine interpretive insight and its application to a high level
6. discuss, and where necessary apply, historically-informed performance styles
7. perform effectively in an ensemble context (in the composition workshops
8. discuss notational and performance issues with composers (in the composition workshops)
9. react to constructive criticism
10. address personal development self-criticallY

Teaching Information

Performance seminars and workshops (including occasional coaching sessions and masterclasses given by visiting professionals); individual lessons.

Assessment Information

a) Short recital (end of semester 1) – 30% of mark for unit

b) Main solo recital (end of year) – 70% of mark for unit

c) Contribution to composers’ workshop (for credit points only)

Learning outcomes 1 to 7 will be demonstrated through the solo recitals. Outcomes 8 to 10 are demonstrated in composers workshop.

Reading and References

• Brendel, A., Musical Thoughts and Afterthoughts (London, 1980)

• Dunsby, J., Performing Music: Shared Concerns (London, 1993)

• Le Huray, P., Authenticity in Performance (Cambridge, 1990)

• Rink, J. (ed.), The Practice of Performance: Studies in Musical Interpretation (Cambridge, 1995)

• Stowell, R. (ed.), Performing Beethoven (Cambridge, 1994)

• J.Rink (ed.), Musical Performance: A Guide to Understanding (Cambridge, 2003)