MUS2092 : Ensemble 2
- Offered for Year: 2019/20
- Module Leader(s): Ms Catriona Macdonald
- Lecturer: Miss Emily Portman
- Technician: Mr David De La Haye
- Owning School: Arts & Cultures
- Teaching Location: Newcastle City Campus
|Semester 1 Credit Value:||10|
|Semester 2 Credit Value:||10|
Building on MUS1092, a series of weekly three hour small group (Max 4 students) tutor-led workshops will challenge and support students in the development of ensemble skills, and the application and further development of arranging skills learnt in Stage 1 Music Skills Modules. Students will be given listening assignments in preparation for specific workshops, and the ensembles will work with both prescribed collections and self-selected repertoire. Ensemble groups meet for a further two hours per week for unsupervised rehearsal in order to further develop arrangements. As part of the learning and self assessment process ensembles will develop their skills in the use of sound recording for the purposes of developing and documenting ensemble work. Ensemble groups will give at least one short informal performance to fellow students and friends per semester, and will also take part in a concert hosted in The Sage Gateshead.
The aims of the module are:
• To enhance skills in ensemble playing - listening, balancing sounds, blending voice and instruments, playing tightly together, giving each other musical space and complementing the sound of others
• To enhance arranging skills - building on the theoretical base gained in and compliment MUS2050 if taken.
. To develop further the ability to work productively in groups, negotiate outcomes and manage conflicts and tensions
• To use sound recording in the process of ensemble development
Outline Of Syllabus
Compulsory module - please see module aims
|Scheduled Learning And Teaching Activities||Small group teaching||22||1:00||22:00||Vocal group workshops|
|Scheduled Learning And Teaching Activities||Small group teaching||2||4:30||9:00||studio workshop|
|Guided Independent Study||Skills practice||1||62:00||62:00||N/A|
|Scheduled Learning And Teaching Activities||Small group teaching||21||3:00||63:00||ensembles|
|Guided Independent Study||Student-led group activity||22||2:00||44:00||ensembles|
Teaching Rationale And Relationship
In addition to weekly, 3hour , staff led sessions, and 2 hours of unsupervised ensemble work,the groups will make ‘good semi-professional level’ recordings of their work and take part in a tutor-led workshop using Pro-Tools, concentrating on recording techniques and editing.Ensemble groups will perform in regular student concerts on Thursday Performance afternoons, and will also take part in a Hall 2 performance at The Sage Gateshead in Semester 1.
The format of resits will be determined by the Board of Examiners
|Performance||15||1||A||15||Interim recital 3 sets (15 minutes)|
|Performance||30||2||A||50||A public recital lasting 30 minutes,|
|Performance||15||2||A||15||Vocal group recital|
|Portfolio||2||A||20||A Memory stick submission of minimum 4 items of recital material, self-recorded and mixed.|
Assessment Rationale And Relationship
A summative interim recital lasting 15 minutes in semester 1 will reward work done in ensemble groups during the early part of the academic year.
The summer recital will require students to apply knowledge gained from the module’s key themes through independent research and through the development of ensemble arrangement and interpersonal skills.
A diary documenting the rehearsal process and evolution of arrangements should be kept as evidence that the student has engaged with the material of the module both during class and during private study time. A satisfactory level of engagement must be demonstrated to gain the mark awarded for the recital.
An individual student’s contribution to the ensemble over the year can inflect the mark for his or her recital.
The memory stick submission of the same material recorded and mixed down using multi track recording techniques (assessed on the basis of both recording quality and performance) ensures that students learn relevant skills in the process of engagement in ensemble work. Thus they learn ways in which sound recording can enhance critical development and improve performance.