Aims

•       To develop performance skills on a student’s chosen second instrument (including voice)
•       To develop a widening repertory
•       To develop skills in accompanying singers and/or dancers where appropriate

Building on MUS1091, a series of regular one hour one-to-one lessons (or equivalent such as workshop participation, formatively assessed performance, or group lessons when deemed beneficial) on the student’s chosen second instrument (including voice) will challenge and support students in the development of technique and repertoire.
Additionally, a series of weekly one hour vocal workshops will develop vocal skills, including; breathing, control of pitch, tone and volume, warm up exercises, extending the vocal range and singing with others in order to develop skills in this area and increase musical
learning.
Building on work done in MUS1050 and MUS2050, a short series of tutor-led workshops will
be given on arranging traditional material for vocal ensembles. In addition to weekly tutor-led choir sessions, the cohort will work in smaller groups, throughout the year, to arrange a 5 minute vocal
piece. The vocal group will rehearse throughout the year and perform these pieces at an
assessed performance at the end of semester 2.

Outline Of Syllabus

Individually tailored one-to-one lessons or other activities to develop the student’s performance skills, musicality, and understanding.

Teaching Rationale And Relationship

One-to-one teaching provides a focused basis for the development of performance skills on second instrument. The core of student’s learning for this module lies in private study, which involves practice, listening, reading, and research as appropriate and which will contribute to your assessed recital. Independent study is encouraged to build the student’s repertoire and understanding of style in traditional music.
In conjunction with MUS2050 student's are able to develop their arranging skills for a large vocal ensemble. Researching, arranging, composing, notating and leading the cohort vocal group in preparation for an end-of-year assessed performance of their work.

Assessment Rationale And Relationship

The vocal group arrangement should be also be notated (hand written or in Sibelius
format), and submitted prior to the vocal group performance at the end
of semester 2 in assessment rationale.
The written self assessment requires you to evaluate your progress against an appropriately formulated plan of study, and to explain your choice of repertoire. Your performance diary includes evidence of your working processes in tuition, practice and research and your regular participation in student performances and in workshops, as well as responses to professional concerts you attended.
Your tutors report, self assessment report, and performance studies diary will be available to the assessment panel for consultation at the time of your end-of-year recital.