Keysborough College

VCE Music Performance Unit 2

Outcome 1– Performance
Performance of 10 minute recital
Students must present an 8-minute recital program comprising at least 2
works. If students are planning to do Units 3 and 4 they should take care
to avoid pieces on the Unit 3 and 4 Prescribed List of Notated Solo
Works.
http://www.vcaa.vic.edu.au/vce/studies/musicsolo/units34soloworks/inde
xsoloworks.html#H2N10071
Student must present a program that demonstrates range of music styles,
diversity of character and a range of technical, stylistic and interpretative
demands. Students must present at least two contrasting works. They
should have a clear idea of their musical intention and be able to project
that to the audience.
The pieces must be accompanied if needed. Students must alert the
classroom teacher if they require a piano accompanist and he/she will
organise it.
Students must supply a photocopy of all pieces to the classroom
teacher on the day, for marking purposes.
Part one - Solo performance
Date – Recitals will be run …………………
Part two- Ensemble performance
Students perform at least two works in the ensemble that they have been
working with each week. This performance must run a minimum of 5
minutes. For the performance any student performing for a VCE outcome
must perform as the only person covering their part within the ensemble.
This is in order to accurately assess the student’s input into the
performance.

Date – Ensemble performances will be held at a lunchtime concert on

……

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 Key skills for Outcome 1 – Performance

These skills include the ability to:

• prepare and present performance/s of a program of group and solo works that
demonstrates a range of music styles and diversity of character
• demonstrate accuracy, fluency and control in the performance of selected
group and solo works
• demonstrate idiomatic tone quality, clarity and variation of tone in the
performance of selected group and solo works
• shape the performance of selected group and solo works through control and
variation of expressive elements of music
• present informed interpretations of selected group and solo works that
demonstrate balance between relevant personal, stylistic, practical,
technological, historical and cultural influences
• use relevant historical and contemporary performance conventions to interpret
and perform selected group and solo works
• demonstrate communication, interaction, cooperation and empathy with other
musicians as appropriate to the performance of selected work/s
• demonstrate stylistic characteristics and communicate awareness of musical
structures in the performance of selected group and solo works
• demonstrate understanding of the roles of, and relationships between,
instrumental voices in selected group work/s, or parts within the texture of solo
work/s
• demonstrate presentation techniques and conventions of performance that are
appropriate to the instrument/s, ensemble/s, works, styles and performance
space/s
• perform using effective sound production and/or sound reinforcement
techniques as appropriate to acoustic properties of performance venues, style
and character of selected works and performance contexts.

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 Marking schedule for Outcome 1 – Performance

MARK RANGE DESCRIPTOR: typical performance in each range

90-100 marks Presents a contrasting range of solo performance styles, demonstrating a

strongly developed sense of musical intent. Demonstrates an outstanding
degree of melodic, rhythmic and/or harmonic accuracy in combination
with a highly developed and sustained level of technical control,
dexterity, fluency, security and coordination. Tempi are consistently
appropriately selected and accurately maintained and/or expressively
varied. A well-developed, clearly produced tone quality which matches
the style of the piece is evident throughout. Phrasing, articulation and
dynamic levels are accurately applied, clearly obvious to the audience
and artistically varied.

70–89 marks Presents a range of solo performance styles, demonstrating a good sense
of musical intent. Demonstrates a high degree of melodic, rhythmic
and/or harmonic accuracy and a well-developed level of technical
control, dexterity, fluency, security and coordination. Tempi are mostly
appropriately selected and accurately sustained and/or expressively
varied. A clearly produced tone quality is evident throughout and
phrasing, articulation and dynamic levels are mostly accurately applied,
clearly obvious to the audience and artistically varied.

50–69 marks Presents a moderate range of performances styles in a generally

proficient manner with some sense of expressive/ stylistic intent. Mostly
demonstrates melodic, rhythmic and/or harmonic accuracy and some
level of technical control, dexterity, fluency, security and/or
coordination. Some tempi are appropriately selected and accurately
sustained and/or expressively varied. A clearly produced idiomatic tone
quality is evident and phrasing, articulation and/or dynamic levels are
sometimes accurately applied and artistically varied.

30–49 marks Presents a narrow range of solo performance styles. Demonstrates little
sense of expressive/stylistic intent. Melodic, rhythmic and/or harmonic
elements are performed with many inaccuracies and there is little
technical control, dexterity, fluency, security and/or coordination. Tempi
are generally inappropriately selected or not accurately sustained and/or
artistically varied. Some evidence of characteristic tone quality and
limited accuracy and artistry in application of phrasing, articulation
and/or dynamic levels.

10–29 marks Presents a very narrow range of solo and/or group performance styles,
with limited proficiency. Demonstrates minimal sense of
expressive/stylistic intent. Melodic, rhythmic and/or harmonic elements
are performed with many inaccuracies and there is minimal technical
control, dexterity, fluency, security and/or coordination. Tempi are
inappropriately selected and are not sustained and/or artistically varied.
Little evidence of characteristic tone quality and very limited accuracy
and artistry in application of phrasing, articulation and/or dynamic
levels..

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 VCE Music Performance - Unit 2
Outcome 2 – Performance Technique

On completion of this unit the student should be able to demonstrate performance

techniques, technical work and exercises, and describe their relevance to the
performance of selected group and/or solo works, and present an unprepared
performance.
This performance could include:
• Scales in the key of the pieces being studied, with a variety of articulations
• Arpeggios in the key of the pieces being studied, with a variety of articulations
• Exercises designed to master tricky parts of pieces.
E.g. Isolating one bar and practising it in different tempos and rhythmic
patterns.
• Exercises designed to improve tone clarity that relate to pieces.
• Exercises that improve articulation, fluency, phrasing, pitch and shaping
dynamics.
• A study
• Anything else that the instrumental teacher sees fit.

4. Students will need to present a recital of technical work of approximately 8

minutes in length. This does not include time given for an unprepared
performance. This recital should demonstrate a very broad range of
technical skills, which relate directly to their recital pieces.

5. Students will need to submit a written account of each exercise and its
relevance to a piece in their recital program. Each exercise should have at least
3 sentences supporting its inclusion.

6. Students will need to perform an unprepared performance.

They can choose to either improvise over a given backing track or sight read.
If they choose improvisation they will be given 30 seconds to look at a chord
chart and will hear the backing track for two choruses so that they can hear the
style. The chord progression will be no longer than 16 bars. They will need to
play or sing 3 choruses of the piece.

Dates – Students will present their technical recital on ……….

Their unprepared performance will be presented on ………

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Key skills

These skills include the ability to:

• implement effective technical practice routines

• develop and demonstrate instrumental and performance techniques to
achieve accuracy, control, fluency, flexibility, dexterity, security,
coordination, tone and other relevant idiomatic instrumental techniques in
group and/or solo works selected for performance
• apply and demonstrate instrumental and performance techniques for
mastering relevant technical, expressive and stylistic challenges in
selected group and/or solo works
• implement strategies to optimise effectiveness of group rehearsals and
present effective group performances
• refine and demonstrate effective ways of achieving appropriate blend,
balance, intonation, tempi, dynamics and articulation, and of leading and
following, in the performance of selected group and/ or solo works
• discuss links between the study of selected technical work and
improved outcomes in the performance of selected group and/or solo
works
• reflect on and evaluate strategies used to build personal ability to
communicate musical intentions in performance
• systematically develop unprepared performance skills, including, as
appropriate, sight reading and/ or improvisation skill
• present a fluent and expressive unprepared performance by either sight
reading previously unseen music or spontaneously improvising within a
set style.

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Marking schedule for Outcome 2 – Performance Techniques

The technical recital is scored out of 10. It will be marked out of 100 and then divided
by ten and rounded up or down to create a mark out of 10.
Breakdown of the scores are this
60% - tech recital
20% - written work
20% - unprepared performance
The assessment descriptors areas follows.

MARK RANGE DESCRIPTOR: typical performance in each range

90–100 marks A very broad range of solo and/or group performance techniques,
technical work and technical exercises is presented in a highly proficient
manner demonstrating a strongly developed sense of technical purpose
and expressive/stylistic intent. An outstanding degree of melodic,
rhythmic and/or harmonic accuracy is demonstrated in combination with
a highly developed and sustained level of technical control, dexterity,
fluency, security and coordination. Tempi are consistently appropriately
selected and accurately maintained and/or expressively varied. A well-
developed, clearly produced idiomatic tone quality is evident throughout
and phrasing patterns, articulation patterns and dynamic levels are
accurately applied, clearly delineated and artistically varied. Highly
detailed, strongly substantiated and insightful description of how work/s
support development of general instrumental technique and repertoire
preparation. Unprepared material is presented fluently and in a highly
competent and expressive manner.

70–89 marks Presents a good range of solo and/or group performance techniques,
technical work and technical exercises in a proficient manner
demonstrating a sense of technical purpose and expressive/stylistic
intent. Demonstrates a high degree of melodic, rhythmic and/or harmonic
accuracy and a well-developed level of technical control, dexterity,
fluency, security and coordination. Tempi are mostly appropriately
selected and accurately sustained and/or expressively varied. A clearly
produced idiomatic tone quality is evident throughout and phrasing
patterns, articulation patterns and dynamic levels are mostly accurately
applied, clearly delineated and artistically varied. A detailed and
substantiated description of how work/s support development of general
instrumental technique and repertoire preparation. Unprepared material is
presented reasonably fluently and in a reasonably competent and
expressive manner.

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50–69 marks Presents a moderate range of solo and/or group performance techniques,
technical work and technical exercises in a generally proficient manner
demonstrating some sense of technical purpose and/or expressive/
stylistic intent. Mostly demonstrates melodic, rhythmic and/or harmonic
accuracy and some level of technical control, dexterity, fluency, security
and/or coordination. Some tempi are appropriately selected and
accurately sustained and/or expressively varied. A clearly produced
idiomatic tone quality is evident and phrasing patterns, articulation
patterns and/or dynamic levels are sometimes accurately applied and
artistically varied. A generally satisfactory description of how work/s
support development of general instrumental technique and repertoire
preparation. Unprepared material is presented with some fluency and
with some technical accuracy.

30–49 marks Presents a narrow range of solo and/or group performance techniques,
technical work and technical exercises with generally limited proficiency.
Demonstrates little sense of technical purpose and/or expressive/stylistic
intent. Melodic, rhythmic and/or harmonic elements are performed with
many inaccuracies and there is little technical control, dexterity, fluency,
security and/or coordination. Tempi are generally inappropriately
selected or not accurately sustained and/or artistically varied. Some
evidence of characteristic tone quality and limited accuracy and artistry
in application of phrasing patterns, articulation patterns and/or dynamic
levels. Limited description of how work/s support development of
general instrumental technique and repertoire preparation. Unprepared
material is presented with little fluency and with minimal technical
accuracy.

10–29 marks Presents a very narrow range of solo and/or group performance
techniques, technical work and technical exercises with limited
proficiency. Demonstrates minimal sense of technical purpose and/or
expressive/stylistic intent. Melodic, rhythmic and/or harmonic elements
are performed with many inaccuracies and there is minimal technical
control, dexterity, fluency, security and/or coordination. Tempi are
inappropriately selected and are not sustained and/or artistically varied.
Little evidence of characteristic tone quality and very limited accuracy
and artistry in application of phrasing patterns, articulation patterns
and/or dynamic levels. Very limited description of how work/s support
development of general instrumental technique and repertoire
preparation. Unprepared material is presented with very limited fluency
and technical accuracy.

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 VCE Music Performance - Unit 2

Outcome 3 - Music Language for Performance

Unit 2 requirements for theory and aural

Scales – Major, natural minor, harmonic minor, melodic minor, major

pentatonic, minor pentatonic, blues – Write, identify and recognise aurally.
Intervals – Major, minor, perfect, diminished and augmented - Write, identify
and recognise aurally.
Chords – Major, minor, augmented, diminished triads and dominant 7th chords
- Write, identify and recognise aurally.
Diatonic chords – basic triads plus dominant 7th chords
Tonality of melody– Major, melodic minor, major pentatonic or minor
pentatonic - Identify and recognise aurally.
Chord Progressions – Identify up to three chords in Major and harmonic
minor in keys of up to two sharps or flats, including triads and dominant 7th
chords.
Rhythm recognition – Identify from alternatives one bar of rhythm from a
four bar, two part melody.
Rhythmic transcription – Transcribe missing notes and/or rests in a short
rhythm exercise.
Interpretation – Identify ways that expressive outcomes in performance are
developed by exploring tone colour, balance, instrument roles, articulation,
ornamentation, dynamics, phrases and tempo

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 Marking schedule for Outcome 3
Music Language for Performance

Assessment – This outcome will be marked out of 100.

Language of Music test - 90 minutes plus 10 minutes reading time.
This test includes demonstration of relevant theoretical knowledge,
demonstration of relevant aural comprehension skills and discussion of
interpretation of expressive elements of music.
The score from this test will be divided into three parts, theory, aural and
interpretation.
The theory and aural components will be reduced to a score out of 40.
The interpretation component will be marked out of 20.

Demonstration of relevant theoretical knowledge.

40%
(From written test)

Demonstration of relevant aural comprehension skills.

40 %
(From written test)

Discussion of interpretation of expressive elements of

20%
music. (From written test)

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 VCE Music Performance - Unit 2
Outcome 4 – Composition

Task – Compose a piece of music for your own instrument or voice for the duraion of

32 Bars or 1 minute

This can be done in multiple formats, choose one of the following

1. Written format using traditioanl music notation

2. Written format using chord chart on a music manuscript paper

3. A series of audio/video recordings demonstrate the writing process, accompnied by a

report.

Utilise at least 3 of the following musical elements. Repetition, rhythmic

variation, melodic variation, inversion, melodic augmentation, melodic
diminishment, harmonic devices and sequencing.

You will also be requried to perform your work as part of the assessment.

Key Skills

Make sure you have addressed ALL of these criteria. Most important –
does your composition sound good when you play it many times over.

• Formation of a flowing, musical sounding melody, which suits the

instrument
• Correct harmony selection to match the notes of the melody
• Correct notation of rhythms
• Use of at least 3 compositional elements
• Accurate performance of the written composition
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 Marking Schedule for Outcome 4

MARK RANGE DESCRIPTOR: typical performance in each range

90–100 marks Composition sounds musically interesting and flows well. Composition
suits the instrument for which it is written. Composition demonstrates
three compositional elements clearly and they are well utilised. Correct
harmony is always used and harmony is presented in a musically
interesting way. Melody is flowing and makes musical sense.
Composition is notated correctly and performed as per the written score.

70–89 marks Composition sounds reasonable interesting and flows quite well.
Composition suits the instrument for which it is written. Composition
demonstrates three compositional elements and they are reasonably
utilised. Correct harmony is mostly used and harmony is presented in a
musically interesting way. Melody is flowing and makes musical sense.
Composition is mostly notated correctly and performed as per the written
score.

50–69 marks Composition sounds quite interesting and demonstrates some flow.
Composition somewhat suits the instrument for which it is written.
Composition demonstrates some compositional elements. Correct
harmony is sometimes used. Melody is present and sometimes flows
well. Composition is sometimes notated correctly and sometimes
performed as per the written score.

30–49 marks Composition lacks musicality and flow. Composition somewhat suits the
instrument for which it is written, but shows lack of understanding of the
instrument’s capabilities. Composition demonstrates some compositional
elements but they are not correctly applied. Correct harmony is seldom
used. Melody is present but does not flow well. Composition is not
really notated correctly or performed as per the written score.

10–29 marks Composition lacks musicality, flow or a basic understanding of

compositional techniques. Composition does not suit the instrument for
which it is written and shows lack of understanding of the instrument’s
capabilities. Composition demonstrates no compositional elements.
Correct harmony is seldom used. Melody is present but does not flow
well. Composition is not notated correctly or performed as per the written
score.

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