J536 Performing. Solo Performing (Component 1) Ensemble Performing (Component 2)

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1 J536 Performing Solo Performing (Component 1) Ensemble Performing (Component 2)

2 Performing regulation reminder The total length of performance required is a combined minimum of four minutes with at least one minute as part of an ensemble. Learners can perform several short pieces for either or both components.

3 An ensemble performance is defined as: performing an individual part within a live ensemble consisting of two or more voices or instruments. Other performers in the ensemble should not consistently double the learner s part a multi-tracked performance consisting of two or more voices or instruments in which the learner has performed and recorded some or all of the parts a sequenced performance of a piece for two or more instruments using any appropriate sequencing software

4 Ensemble performing: Technical control and fluency Technical control is instrument specific note production; bow control; articulation; intonation; fingering, breath control, pedalling, stick control, strumming, etc Good accuracy and technical control (including intonation) 7-9 Predominantly fluent; adequate technical control keeps going. 4-6 Some fluency mostly correct rhythms and pitches; Hesitancy / weaker technical control 1-3 Limited accuracy and fluency; poor technical control

5 Ensemble Performing Expression, Interpretation and Ensemble awareness Musical and stylish; good ensemble interaction 7-9 Some use of dynamics, articulation and phrasing; some ensemble awareness 4-6 Limited use of dynamics, articulation and phrasing; some ensemble awareness, but lacks attention to balance, etc 1-3 Just the notes limited awareness of other performer Difficulty mark of between 1 and 6 added if the difficulty mark does not exceed 2, then the top band marks of are not available in either set of criteria

6 Score evidence Popular genre pieces will always be based upon any notation provided this is understood, and learners will not be penalised for stylistic enhancements that go beyond the written score Locating scores an issue trawl the internet to search for free copies. Most likely you will need to resort to buying a copy to submit with the pieces finally chosen for the exam chances are they will have practiced and recorded many more during the course of the exam Drum and guitar specialist websites often have lead sheets of recent popular songs available piano and vocal music harder to track down. Please share any suggestions and top tips for locating scores

7 Ensemble Performance Vocal duet: Take a Bow (Rihanna) Learner is performing with a second vocalist, accompanied by a Guitar. Score was not provided by the Centre (B352 does not require one) but the parts sung by the vocalists are shown on the next slide. Some form of notated score should be provided for the new specification often easily found online (for a small fee). Learner to be assessed (Abbi highlighted in pink) sings the lower part in the a capella harmony section at the start.

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11 Take a Bow features We get many vocal groups like this where learners create an ensemble version of a solo song avoid excessive unison In this example, the amount of unison is not an issue, but the difficulty of the song is reduced as Abbi hardly sings in the Bridge. The singers also improvise harmonies at times this does not need to be notated on the score provided we can tell whether they work or not.

12 Take a Bow assessment Opening a capella harmony is secure very good ensemble evident. Abbi has a strong voice sings her lines with a sense of style, and is not being led by the accompaniment intonation not always secure. Slightly out of range for Keilee. Good balance between the singers on the unison and harmony sections good ending.

13 Chase the Ace Duet Learner is performing the lower part on Clarinet

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17 Chase the Ace assessment Accurate performance in terms of the notes just minor errors. Intonation? Performance detail (dynamics and articulation) is evident often quite stylish Satisfactory ensemble not totally tight rhythmically, but it works. A well prepared GCSE ensemble.

18 Ensemble Performance - Seven Nation Army Learner is playing the Drum Kit, but can assess all the performers: Bass Guitar; Lead Guitar Learner has provided a score.

19 7 Nation Army Discuss a mark Can any of the performers access top band marks?

20 Drum score excerpt. Fills added by learner.

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22 Ensemble Performance: Thinking Out Loud Ed Sheeran Learner is playing the Electric Guitar within an ensemble of Drum Kit, Bass and vocals (and piano) Score provided in the form of a lyric sheet with chords some occasional strumming indication. Solo is indicated as an improvisation

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24 Thinking Out Loud assessment Guitar part is accurate throughout (simple strum patterns) top band. Is this the best amp setting to use? (Tone production) Limited ensemble and interpretation available in this style of piece when accompanying within the band but the improvised solo provides the performer with a welcome opportunity to show some musicality. This lifts the mark to the top of the 7-9 band up to this point, the performance was fairly functional with tight ensemble. Quite repetitive for the most part (7 chords), therefore +2 for difficulty. Short solo adds extra dimension, so allow +3

25 Ensemble performance: In the Fast Lane Learner is performing the upper part of a piano duet A score has been provided of the learners part

26 Start of score opening 12 bars are repeated.

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28 End of score

29 Component 1: Solo performing: Technical control and fluency Technical control is instrument specific note production; bow control; articulation; intonation; fingering, breath control, pedalling, stick control, strumming, etc Good accuracy and technical control (including intonation) 7-9 Predominantly fluent; adequate technical control keeps going. 4-6 Some fluency mostly correct rhythms and pitches; Hesitancy / weaker technical control 1-3 Limited accuracy and fluency; poor technical control

30 Component 1: Solo Performing Expression and Interpretation Musical and stylish; a high level of musical detail; conventions appropriate to genre 7-9 Some use of dynamics, articulation and phrasing; an attempt to shape the music. 4-6 Limited use of dynamics, articulation and phrasing; Some sense of direction 1-3 Just the notes little success Difficulty mark of between 1 and 6 added if the difficulty mark does not exceed 2, then the top band marks of are not available in either set of criteria

31 Don t stay in School - Rap performance Performed to a backing track. No score - just a lyric sheet. Certain genres don t lend themselves to a notated score! Therefore Centre should provide a recording of the rap by the original artist for comparison.

32 Don t Stay in School I wasn t taught how to get a job but I can remember dissecting a frog I wasn t taught how to pay tax but I know loads about Shakespeare's classics I was never taught how to vote they devoted that time to defining isotopes I wasn t taught how to look after my health but mitochondria is the powerhouse of the cell Never spent a lesson on current events instead I studied The Old American West I was never taught what laws there are. I was never taught what laws there are. Let me repeat - I was not taught the laws for the country I live in, but I know how Henry the VIII killed his women. Divorced beheaded died, divorced beheaded survived glad that s in my head instead of financial advice

33 I was shown the wavelengths of different hues of light but I was never taught my human rights Apparently there s 30, do you know them? I don t Why the hell can t we both recite them by rote?! I know igneous, metamorphic and sedimentary rocks Yet I don t know squat about trading stocks Or how money works at all - where does it come from? Who controls it? How does the thing that motivates the world function? Not taught how to budget and disburse my earnings I was too busy rehearsing cursive. Didn t learn how much it costs to raise a kid or what an affidavit is but I spent days on what the quadratic equation is negative b plus or minus the square root of b squared minus 4ac over 2a That s insane, that s absolutely insane. They made me learn that over basic first aid

34 Don t Stay in School Some occasional element of rhythm in the delivery of the words, but it often feels as if the learner is just speaking over the backing track without reference to the beat. Some limited expression in the voice, but when compared to the original there is a significant lack of animation in the delivery.

35 Vocal solo: Little Talks Karaoke performance score provided (see next slide) Begins quite well, but intonation is not secure vocal tone noticeably thinner in the higher register. Song is known: entries are mostly correct, but slight suspicion of trying to carry on singing into an instrumental section! The breakdown is handled ok comes in at right pitch and in right place Some attempt to vary the dynamics and sing with expression, and there are some moments of vocal embellishment, but it is not top band quality by any means Difficulty: limited range; repetitive

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37 Macavity Score provided, but really no need for it! Occasional blemish, but undoubtedly full marks Difficulty? Certainly 5, but stylistic additions justify a 6.

38 Clarinet solo study: Baermann Spot the errors. Will the Interpretation mark be in a higher band than the Accuracy mark?

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40 Cornet Solo: The Viennese Dwarf Grade 6 piece.. Only a minute long this performer will need a long ensemble or will need to do an extra performance.

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