Performance

Unit 1: Solo 15%

Commentary 5%

Lesson
Objective:

Do you know what grade your

performance will achieve?
Do you know how to improve?

D = 50%: The performance is fluent, with technical control

adequate to the demands of the music. There are misplaced notes
which do not disrupt the flow. There is some use of stresses,
dynamics and articulation.

C = 60%: The performance is fluent, with technical control

adequate to the demands of the music. There are no misplaced
notes. There is some use of stresses, dynamics and articulation.

B = 70%: The performance has a clear sense of direction.

Phrases are well shaped. There is good attention to stresses,
dynamics and articulation appropriate to the style.

A = 80%: The performance has a clear sense of direction.

Phrases are well shaped. There is good attention to stresses,
dynamics and articulation appropriate to the style.
The
performance provides a memorable experience, minor blemishes
do not disrupt the flow.

Practice
What to Do!

What not to do!

Start by tuning your

instrument/warming up
Play/Sing Scales and arpeggios
Play your piece slowly at first, then

speed it up
Isolate the difficult bits then play

Start without tuning/warming up

Play fast and inacurately
Assume that because you have

them slowly

played the difficult bit once correctly,

it will always be correct!

Practice the middle & end as much

Go back to the beginning every time

as the beginning

you get something wrong

Play all the way through instead of

Always play the whole thing through

stopping at every mistake

(sometimes)

without practicing individual sections

Practice with accompaniment.

What to practice
Play to a click (metronome)
Sing at a piano (for accurate
For each
individual
instrument
there will be
specific
practice
regimes.
Identify your
regimes and
practice them

pitching)
Set a practice schedule with 5
minute tasks based on scales and
arpeggios and intervals
Practice with the song
Concentrate on the performing
grading criteria and record your own
performances, listen to them back
and grade them, or share on Fronter.

Performance criteria

Self
evaluation

Dont just perform and grade your

self once. Do it 3 times a week.
Get your friends to grade you, get
your family.
Use the grading
pack.

Mon We
d

Fri

Mon We
d

Fri

Mon We
d

Fri

Mon We
d

Fri

Mon We
d

Fri

Mon We
d

Fri

Mon We
Fri and
Mon
We Fri Mon We
performances
progress.
d day there are 3 sections
d to fill in:
d
Each

Fri

Use this record sheet to monitor your

1) Fluency /12
2) Communication /12
3) Difficulty /6
Total /30

Self evaluate and practice

In your books complete this:
Identify where
you are now.

Mon
Fluency

Comm

Dif

In each
criterion.
What needs to
be improved?
How will you
do this?

How will you improve each criterion?

Read the grading criteria and write
out what it says.
Schedule in time over the next week
with Mr Bradbury for a rehearsal
performance improvement.

Plenary:

What grade has your

performance achieved?
How will you improve?

D = 50%: The performance is fluent, with technical control

adequate to the demands of the music. There are misplaced notes
which do not disrupt the flow. There is some use of stresses,
dynamics and articulation.

C = 60%: The performance is fluent, with technical control

adequate to the demands of the music. There are no misplaced
notes. There is some use of stresses, dynamics and articulation.

B = 70%: The performance has a clear sense of direction.

Phrases are well shaped. There is good attention to stresses,
dynamics and articulation appropriate to the style.

A = 80%: The performance has a clear sense of direction.

Phrases are well shaped. There is good attention to stresses,
dynamics and articulation appropriate to the style.
The
performance provides a memorable experience, minor blemishes
do not disrupt the flow.