Achievement Standard Making Music 91417: Perform a programme of music as a featured soloist on a second instrument

Resource reference: Making Music 3.2
Resource title: Second fiddle
Credits: 4

Achievement - 
Perform a programme of music as a featured soloist on a second instrument.    
Achievement with Merit - 
Perform a programme of music effectively as a featured soloist on a second instrument.    
Achievement with Excellence - 
Perform a programme of music convincingly as a featured soloist on a second instrument.    

Student Instructions: 

Introduction

This assessment activity requires you to perform a programme of music as a featured soloist on a second instrument in front of an audience.

You will be assessed on how confidently and expressively you play and how effectively you communicate your interpretive understanding to your audience.

Task
Perform a programme of music as a featured soloist on your second instrument, either as a soloist or as a featured soloist in an ensemble.

This assessment activity requires you to demonstrate different playing techniques and skills from those presented for assessment for 3.1. You will need to perform on a completely different instrument. For example, you could perform on piano for 3.1 and guitar for 3.2, but not electric guitar for 3.1 and acoustic guitar for 3.2, and if you play tenor saxophone for 3.1 you could not then be assessed on another member of the saxophone family for 3.2. Check with your teacher if you are unsure.

Your programme could consist of either one work with at least three movements, or three shorter pieces that are of different styles and/or tempi. Your entire programme needs to be performed at the same performance and in front of an audience.

Agree on your choice of music with your teacher to ensure that the music you choose demonstrates the technical, musical, and presentation skills of a player in their fifth year of instrumental study.

Supply your teacher with a copy of the music you are going to perform to help them to evaluate your musical interpretation of the composer’s intention and the accuracy with which you perform.

Your performance will be assessed in its entirety for its overall impact. This means that if you make small errors, they alone will not negatively impact on your assessment result.

Choose music that challenges you to become a better musician. This is the kind of music that will demonstrate your technical skills and musicianship.

If you are playing in a group, you must be the only person playing your part unless you have a substantial solo section in which to be assessed. For example, if you are in the alto saxophone section of a jazz band you would be expected to have a significant solo in each of the pieces you perform. If you are performing with a vocal ensemble, you would need to be the soloist in each of the pieces you are performing.

To give yourself the best opportunity for success, consider carefully the context in which you wish to present your performance. Some questions you could ask yourself include:

·        What is the best venue for my performance? For example, if you perform in a rock band, is a small performance area going to allow the best acoustic advantage? Or, is the assembly hall going to be the best place for the effective communication of acoustic guitar in an ensemble?

·        Will I need amplification for an acoustic instrument in a large or outdoor performance setting?

Your teacher will help you to choose the setting for your performance.

Carefully plan so that you are ready to perform on the assessment date. If you need an accompanist, organise this well in advance and have as many rehearsals together as you can to ensure you are both confidently performing at the assessment. It is important that your accompanist allows you to perform at your best, but they will not be assessed.