Level 5: Music Making as an Ensemble

PLANNING AND ASSESSMENT

Key teaching and learning concepts

• Investigate era/ style depending on repertoire chosen.
  
  
• Develop performance techniques – Technique – fluency and accuracy; Musicianship – stylistic interpretation with attention to musical effect and clarity of parts; Ensemble Awareness – rapport and balance with each other including intonation through coperation and listening; and Presentation/Communication – rapport with the music being performed and with the audience to create an effective performance.

Prior learning

Students need to have:

• some proficiency on an instrument or instruments through class experience or tuition;
  
  
• basic music reading ability (knowledge of note values/ pitch);
  
  
• some experience of viewing, evaluating group musical performances in a range of styles;
  
  
• some experience of performing as a member of a musical group.

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Suggested learning outcomes

The students will:

• practise individually, and rehearse a musical work as a member of a group for public performance (CI);
  
  
• demonstrate understanding of music making as an ensemble by evaluating performances heard (CI);
  
  
• demonstrate understanding of music making as an ensemble through effective application of performance techniques in rehearsal, and in performance before an audience (CI).

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Ideas for activities

Students can:

• Listen to and discuss performance aspects of a variety of possible group pieces to play, representing different styles/ eras/ cultures.
  
  
• Discuss how a good rehearsal should Smokefree Rockquest video/ book, Getting it Together.
  
  
• View other groups performance in a range of styles/ performance situations – listen and evaluate these.
  
  
• Invite a group to the classroom to talk about their experiences and for the students to question about issues relating to ensemble performance.
  
  
• Experience a group jam session, using a simple piece such as a 12-bar blues.
  
  
• Practise sight-reading and playback skills by playing a variety of short musical phrases (melody/ rhythm).
  
  
• Discuss planned performances and timeframe for rehearsals – create a week-by-week/ day-by-day schedule to accommodate the planned performance date.
  
  
• Plan who will play what, e.g., who can perform on more than one instrument to give flexibility to group?
  
  
• Experiment with group ensemble make-up – grouping of like abilities together or utilising good player to support weaker members in a certain group.
  
  
• Rehearse a few well known covers by ear, including some currently popular songs from the charts, an easy 12-bar blues progression that gives opportunities for basic soloing, or improvising, easy Beatles song with 3–4 chords.
  
  
• Use warm-ups at rehearsals. Maybe do some as a whole class, e.g., vocal warmups, so that wider skills and understandings develop.
  
  
• Prior to each rehearsal, set 1–2 goals to be achieved during that particular rehearsal and provide these to the students in written form (on board, to be noted in their journal or diary) – e.g., experiment with different final chords, decide on the speed of the introduction, confirm who will be the leader for that session.
  
  
• Investigate venues and performance requirements such as where the performance will take place and any associated issues with this venue. Make it a priority to hold a rehearsal in the venue
  
  
• At the conclusion of the rehearsal, give time for a group discussion about to what extent their goals were achieved. Allow time for regular feedback – teacher to group/ within group, in a friendly, non-threatening manner.
  
  
• Use a video camera to capture work in progress to assist evaluation, and at the final performance for future goal setting to be established based on reflection.

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Assessment approaches

Formative

Teachers need to re-focus responses and activities through self-review and questioning. Throughout this process ask: How well are the students:

• Listening to each other and working together to rehearse a group piece?
  
  
• Following a routine of practise to perfect their part in the chosen piece?
  
  
• Listening to a recording of the song in order to discover the suitable speed, volume changes.
  
  
• Seeking feedback in order to evaluate the effectiveness/ success of the performance?

Assessment task

• Evaluate your effectiveness in music making as an ensemble member through rehearsals and public performance of a piece of music.

Assessment strategies

• Students complete a questionnaire about own and other group members' contributions to the group through the rehearsal period and at the performance.
  
  
• Students develop and complete self and peer Effectiveness criteria prior to the performance.
  
  
• Evaluate, through a reflection task, the achievement of goals and strategies for improvement.

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