Department:Lancaster Institute for the Contemporary Arts
Course Convenor:Professor DH Mawer
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Curriculum Design: Outline Syllabusback to top
The Performance Studies course focuses upon instrumental tuition on the student's main instrument or voice. Instrumental and vocal teachers are currently allocated by the LICA Department. Programmes of learning are negotiated individually between instrumental tutor and student, dependent upon the student's previous background, achievements and instrumental needs. A student may find, especially at Part I, that there are some aspects of his/her playing that the instrumental tutor will wish to modify. This is a perfectly normal part of performance development and students, supported by their tutor, should try as hard as possible to understand the reasons for any such changes. Each individual tutor will have his/her own particular style and method of instrumental teaching, but lessons with tutors, in conjunction with the master classes, will normally embrace: matters of technique appropriate to the student in question and the chosen instrument (a programme of scales, technical exercises, studies etc); expansion of the student's repertoire and stylistic base; a detailed focusing upon the chosen recital repertoire, including matters of programming, technique, interpretation, stage presence, and ensemble with an accompanist or small chamber group where appropriate.
In addition to this, all students must attend regular lectures/workshops in which there will be a mixture of master classes and professional practice lectures along with podium lectures delivered by visiting professional artists. You will receive approximately 10 hours of master classes. These classes will discuss aspects of performance and stagecraft, and you will be expected to perform short excerpts of the works that you are studying. You will not be ?coached' on specific instrumental technique in these classes ? that is the function of your one-to-one lessons ? but rather given a broader understanding of performance. The performance practice classes (approximately 10 hours) will explore facets of performance that cut across a range of styles. In 2011-12 this will focus on issues of conducting. A short assessment at the end of the Lent Term will contribute towards your 10% ?Other' mark.
You will be expected to keep a reflective performance log throughout the academic year, in which you discuss your own performance activity but also issues that emerge from the podium lectures. The log will contribute towards your 10% ?Other' mark.
Contact hours for the module are made up of a mix of one-to-one lessons with a specialist instrumental tutor plus the master classes, performance practice sessions and podium lectures. The bulk of your assessment will consist of an end-of-year recital (Summer term, 90%).
Curriculum Design: Pre-requisites/Co-requisites/Exclusionsback to top
Music Practical Grade 8 (ABRSM).
Educational Aims: Subject Specific: Knowledge, Understanding and Skillsback to top
The aim of the module is for students to develop performance skills. These skills are taught through a mixture of practical workshops and individual tuition with specialist instrumental and vocal tutors. It is intended to enable students to develop a solid grounding in performance skills (at a standard approximate to post-grade 8 of the ABRSM), and the highest achievers on the module will have the necessary training to progress onto performance options in the first year of Part II.
Educational Aims: General: Knowledge, Understanding and Skillsback to top
In this module, students learn time management and motivational skills (e.g. in ensemble work) and develop the ability to work with others.
Learning Outcomes: Subject Specific: Knowledge, Understanding and Skillsback to top
On successful completion of the module, students of performance will be able to:
c) demonstrate a measure of personal expression, imagination and creativity in practical music-making in group performance
d) demonstrate the ability to communicate through music employing appropriate technical and interpretative means;
e) develop a professional manner to the study of performance (including an understanding of reasons for changes in approach);
Outcomes (c) to (e) can be related to all the skills outlined in the threshold level of 'practical skills and musicianship' in the same document. .
Learning Outcomes: General: Knowledge, Understanding and Skillsback to top
On successful completion of this module students will be able to...
a) demonstrate the ability to work independently, and to show self-motivation and critical self-awareness;
b) demonstrate the ability to work in combination with others and to show skills in teamwork, negotiation, organisation and decision-making.
Outcomes (a) and (b) relate to 'Generic and Graduate skills' from the Music Benchmarking document (2002).
Assessment: Details of Assessmentback to top
Exam 90%. 10-minute recital. Performances are 2nd marked, with the 2nd marker present in the student's recital.
Coursework 10%. Average of marks from a short assessment (in class) based on the performance practice sessions and for a performance log kept throughout the academic year.
Curriculum Design: Select Bibliographyback to top
Burton, Anthony (series ed.), ABRSM Performer's Guides: Music of the Baroque Period; Music of the Classical Period; Music of the Romantic Period (London: ABRSM, 2002).
Cook, Nicholas, Music: A Very Short Introduction (Oxford: Oxford University Press, 1998).
Dunsby, Jonathan, Performing Music: Shared Concerns (Oxford: Clarendon, 1995).
Rink, John (ed.), The Practice of Performance: Studies in Musical Interpretation (Cambridge: Cambridge University Press, 1995).
Rink, John (ed.), Musical Performance: A Guide to Understanding (Cambridge: Cambridge University Press, 2002) [hb/pb].
Curriculum Design: Single, Combined or Consortial Schemes to which the Module Contributesback to top
Optional module in BA Music, BA Popular Music Studies, BA Music Technology, BA Hons Creative Arts, BA/BSc Computer Science and Music, BA EngLMus, BA FrMu, BA GerMu, BA HisMus, BA ISMu, BA SSMu