READ ALL OF THE FOLLOWING SO YOU ARE 100% CLEAR ON THE TASK! FILL IN THE GAPS BY ANSWERING THE QUESTIONS
Brief:
Your school is hosting a showcase for parents and governors. You have been asked to provide a 10-15 minute performance appropriate to the event.
Your work: Must be suitable for the audience
If you work as a group each candidate in the group must be able to show their contribution. Each candidate will be assessed individually.
Our event at Monk’s Walk School
You must design your programme around the audience – explain how your programme is suitable for presentation to parents and governors.
TASK 1 Planning
Learning outcome – be able to plan for a live performance
Pass
- Explain your realistic and achievable goals, which must relate to your aspirations and expectation of the performance.
- There will be some tutor input into this undertaking.
- Based on your personal goals you will give evidence to show that you understand what the performance will look and feel like, what its duration will be and how you will engage with it.
- You will also give evidence to show understanding of health and safety implications associated with performing music that take into account the context (place, people involved, audience etc. ) in which the performance is taking place.
Merit
- Explain your realistic and achievable goals, which must relate to your aspirations and expectation of the performance.
- There will be very little tutor input into this undertaking.
- Based on your personal goals you will give evidence to show that you have a clear understanding of what the performance will look and feel like, what its duration will be and how you will engage with it.
- You will also give evidence to show a clear understanding of health and safety implications associated with performing music that take into account the context (place, people involved, audience etc.) in which the performance is taking place.
Distinction
- Explain your realistic and achievable goals, which must relate to your aspirations and expectation of the performance. Take ownership of these goals.
- There will be little or no tutor input into this undertaking.
- Based on your personal goals you will give evidence to show that you have a clear understanding of what the performance will look and feel like, what its duration will be and how you will engage with it. Within this there will be strong evidence of clear understanding of where potential issues may lie. Strategies for how these may be overcome effectively will be in place.
- You will also give evidence to show a clear understanding of health and safety implications associated with performing music that take into account the context (place, people involved, audience etc.) in which the performance is taking place. You must show clear understanding of where issues may occur and how they may be avoided.
Answer the following questions in full sentences. Then check back to the grading criteria to see if you have met your target grade:
1. My statement of personal aims:
Think about your contribution to the event and answer the following questions.
a) What do you want to achieve through your contribution (performance or compositions)? E.g. improve my confidence with performance by….. develop my skills with…… develop my collaboration skills by….. (You can write as many realistic and achievable goals as you like here. I have started the sentence for you below but feel free to change it if you wish).
Through my contribution to the event I would like to achieve the following goals:
I would like to improve my confidence on stage since in Austria i was very tense on stage. This will help me improve.
I want to develop my skills with the ride cymbal; with that skill I will be able to play lots of songs I couldn't before and develop my repertoire.
I want to improve my collaboration skills, for example, I want to be able to be in time with the person/people I am collaborating with, which will produce a nicer, smoother flow for the audience to listen to.
(Make sure the answer that you have written relates to your aspirations and expectation of the performance).
I want to develop my skills with the ride cymbal; with that skill I will be able to play lots of songs I couldn't before and develop my repertoire.
I want to improve my collaboration skills, for example, I want to be able to be in time with the person/people I am collaborating with, which will produce a nicer, smoother flow for the audience to listen to.
(Make sure the answer that you have written relates to your aspirations and expectation of the performance).
b) What skills do you have that you can use?
.
I think that I have the following skills which I will use to help me achieve these goals……
I am a grade 2/3 drummer which I hope is good enough to achieve my goals.
I will know if I’ve achieved it because……
I will notice if my confidence improves when I perform to others.
I will know that I have improved on the ride cymbal when I feel that using it feels natural to me like the other cymbals.
I will only know that I have improved playing with others by doing lots of collaborations as practice.
d) How will you meet the expectations of the audience? E.g. will you find out what the audience would like to hear? If so how? Consider repertoire, quality, length, stage presence etc.
The expectations of the audience will be met by good quality performances and organised staging.
2. Plan of my contribution to the performance
I plan to perform on drums and perform solos
a) What are the requirements of the brief and how will you meet them? Put the brief into your own words and explain how you will meet what it is asking for
I have to do a 10-15 minute performance. i will meet this by performing my practiced songs on the drums.
b) What do you intend to do? E.g. I intend to perform on……… I will play the following songs………… First I will play………. It will be a good opening song because…….. This will be a solo/ ensemble? Etc.
I intend to perform on the drums, i will play the following songs:
bleach (solo)
for you (solo)
heathens (solo)
uptown funk (solo)
chasing cars ( due with nigel)
I intend to perform on the drums, i will play the following songs:
bleach (solo)
for you (solo)
heathens (solo)
uptown funk (solo)
chasing cars ( due with nigel)
c) How will you do it? E.g. rehearsals, work with tutor, record self and listen back to it, dress rehearsal (week before) etc.
I will complete this task by working with my tutor and practicing at home. i will also record myself play and then play it back to myself to see my strengths and weaknesses
d) Who will you need to involve?
People who I am collaborating with, drum tutor and my music teacher
e) What resources will you need?
Drums, music book, backing tracks.
f) What time is needed for each song/ activity (e.g. dress rehearsal/ recording)?
all my songs together will be around 12-14 minutes, this is all the time i need performing, also adding a few minutes in between to set up the next song.
g) What are the health and safety issues for rehearsals and the performances (think of noise levels, cables, audience, working with others)
The acoustic drum is all made up in different parts, this means you have to assemble them yourself. If you assemble them wrong then some parts of the kit could possibly fall over and ruin the performance, all instruments will have to be at the same volume so everything is heard, the volume mustn't be too high. If it is it could cause potential hearing issues and could be too loud for the audience, this could make the performance unenjoyable for them because the noise would make them feel uncomfortable.
Now type up neatly and clearly your set list for the programme. Make sure it includes full titles of songs, original artists and the names of anyone you will perform it with.
My set list:
heathens drum - suicide squad (solo)
for you - grade 2 drum song (solo)
bleach - grade 2 drum song (solo)
dora and bootsy - grade 2 drum song (solo)
dora and bootsy - grade 2 drum song (solo)
Style and Image:
Describe your style and image for the event. Make sure you justify your choices (is it appropriate for the audience?)
Ideas for the performance:
How will you make sure it runs smoothly, organisation, anything extra you need and how will you get it?
Staging and equipment needs:
a drum kit, an amp/ speaker to play backing tracks and a microphone for when i am playing with nigel.
What are the staging requirements? E.g. space needed, placement of equipment etc.
the stage must be clear, so i am comfortable with the space around me and so i do not need to worry about safety issues. Also i want the drum kit to be on the middle of the stage but behind the microphone which will be at the front for the singer.
Rehearsal Schedule
These are your rehearsal dates in class time (you may add 10 more hours of personal preparation time in but this must be in your own time).
Next to each date write down what you plan to achieve – you can change this as you go along if you need to but write it out now.
Make sure you include when you will do recordings on your phone to listen back and when you will get other people/ teachers to listen.
- WHEN YOU RECORD YOU MUST GET THIS PUT ON YOU BLOG. You can audio record on your phone if you know how to send it to your teacher via email so that they can put it on your blog.
- When you get peer or teacher feedback you must type this on to you blog.
- All evidence must be on your blog.
Rehearsal 1: 1st March CONTROLLED ASSESSMENT TIME
Plan:
Reality:
Rehearsal 2: 8th March CONTROLLED ASSESSMENT TIME
Plan:
Reality:
Rehearsal 3: 15th March CONTROLLED ASSESSMENT TIME
Plan:
Reality:
Rehearsal 4: 22nd March CONTROLLED ASSESSMENT TIME
Plan:
Reality:
Rehearsal 5: 29th March CONTROLLED ASSESSMENT TIME
Plan:
Reality:
EASTER HOLIDAYS
Rehearsal 6: 19th April CONTROLLED ASSESSMENT TIME
Plan:
Reality:
Rehearsal 7: 26th April CONTROLLED ASSESSMENT TIME
Plan:
Reality:
DRESS REHEARSAL ON STAGE and rehearsal in practice room: Wednesday 3rd May (2 hours)
Plan:
Reality:
Rehearsal 9: 4th May
Plan:
Reality:
PERFORMANCE: WEDNESDAY 10th May
Now – BLOG AND REHEARSE! Your blog needs to be extremely detailed. You must make sure that any changes to your plan are written down on your blog with reasons e.g. when you
rehearse, something may not work and you may need to change it so explain this!
week 1
i played the song that i practiced last lesson called HEATHENS with my drum teacher and I was planning to try and complete the first of two pages but instead i went through the whole song, my teacher said that he was very impressed! After that i went into the music room and i carried on playing HEATHENS. i want to make another recording and soon do the whole song so that i can add it onto my blog!
week 2
today i played HEATHENS in my drum lesson and i went through the whole song twice, the first time was a warm up and i didn't play too well but on the second attempt i almost played the whole thing perfectly and my teacher and i were both really impressed, after that i went into my lesson and i played on the acoustic kit on the stage and went through the song twice and both attempts were really good! next week i plan to go through the whole song PERFECTLY.
week 3
today i played HEATHENS in my drum lesson and on my first time playing i easily went through the whole song and only had 2 little hiccups so it was basically perfect! then i played FOR YOU because we hadn't played that song in a few weeks, and for some reason i found the easy beats hard but in about 5 minutes i got back into it. after that i played HEATHENS on the stage drums and i had a few really good runs!
week 4
today i practiced HEATHENS in my drum lesson and i went through the whole song easily. i and my teacher was really happy with my performance, after that we went through some drum roles, they were really confusing but i got through them. After my lesson i continued playing heathens. overall i think today went really well!
week 5
today i practiced bleach in my lesson, i played the whole song and about 90 percent of the song correct, i was doing rotations on the drum kit with kujay so we both had a chance to practice our songs. i was happy with my performance because i hadn't played the song in a while. with my drum teacher i started a new song called dora and bootsy, this is also a grade 2 drum song. i need to be able to play bleach, for you and dora and bootsy for my grade 2 drum exam, which i will be performing in November.
week 6
today i practiced bleach and dora and bootsy, i played all of bleach very well, however i was playing in a different room on a different kit so it took me a while to get used to the kit. i was very happy with how i played dora and bootsy because it was my first time playing the whole way through, i still have practice to do but its looking good! in the next few weeks i am having my grade 2 assessment so all 3 songs have to be perfect, i am confident because my drum teacher says bleach and for you are good enough to pass, all i need to do is stay on top of those two songs and improve dora and bootsy.
with my drum tutor i practiced dora and bootsy, i am slowly getting used to the beats so hopefully i will have all 3 songs good enough to pass my exam when the time comes!
with my drum tutor i practiced dora and bootsy, i am slowly getting used to the beats so hopefully i will have all 3 songs good enough to pass my exam when the time comes!
week 7:
today i went through bleach and dora and bootsy, yet again i played bleach very well, i am slowly adjusting to the other kit now, so my performance is improving. I spent most of my time playing dora and bootsy, i am always improving the song and everytime i practice i feel a little more confident. With my drum tutor i went through for you, bleach and dora and bootsy. I went through for you in flying colours, same with bleach, my drum teacher was very impressed with my improvements of dora and bootsy however there is still more work to do. i also went through drum fills which are needed for the grade 2 exam, i found them not very hard.
TASK 2 – THE PERFORMANCE
PERFORMANCE GRADING CRITERIA - check you have met your target grade:
PASS - Evidence competent musical, technical, self- management, communication (verbal and non- verbal) and safe practice skills in taking part in the performance and associated activity
MERIT - Evidence good musical , technical, self- management, communication (verbal and non- verbal) and safe practice skills in taking part in the performance and associated activity
DISTINCTION - Evidence excellent musical , technical, self- management, communication (verbal and non- verbal) and safe practice skills in taking part in the performance and associated activity
FINAL LIVE MUSIC PERFORMANCE:
TASK 3 DRESS REHEARSAL Evaluation – RECOMMENDED TIME TO SPEND ON THIS – 2 HOURS.
EVALUATION GRADING CRITERIA:
PASS - Evidence understanding of the degree of success of the performance as a whole and of their role with it. As part of this, learners are expected to assess their strengths and areas for development are defined clearly.
MERIT - Evidence clear understanding of the degree of success of the performance as a whole and of their role with it. Strengths and areas for development are defined clearly.
DISTINCTION Evidence clarity and realism in evaluating the degree of success of the performance as a whole and of their role with it. Strengths and areas for development are defined clearly, Strategies for the on going refinement of their skills as a live performer will be in place.
After the performance, you need to think about what went well and what you could improve on in your future work. Answer the following in full sentences:
Strengths Reflection:
1. What went well during the performance? Think about the performance as a whole (the whole group performance):
2. What did YOU do well during the performance? Write about the strengths of your individual contribution:
Improvement Reflection:
3. What could have been done better if you were to perform again? Both as a whole group and your individual contribution.
4. Now write what you need to improve and write a strategy of what you will do to make those improvements:
Improvement #1:
Improvement #1:
Strategy: How could you make that improvement?:
Improvement #2:
Strategy: How could you make that improvement?:
Improvement #3:
Strategy: How could you make that improvement?:
Feedback from others:
5. What was the feedback your received from your teacher, other group members and members of the audience?
6. How did this feedback help with your evaluation of the performance? e.g. what did they notice and comment on that you didn’t realise/know/think about?
Conclusion:
7. Write a brief summary/conclusion of your performance:
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