VCE Music Investigation

1. VCE Music Investigation Units 3 and 4

2. Introduction to Music Investigation • Further develop your music performance skills but in a context of their own choice • 60% of the final assessment is on performance • May do an AMEB or equivalent music examination around this time • Builds on knowledge and skills developed over VCE Music Performance Units 1-4 • This is a new accredited subject available from 2011.

3. Further Details • Focus Area- skeleton of the whole course • THREE Outcomes: • Investigation • Composition/arrangement/improvisation • Performance areas of study Aural and theoretical musicianship skills are developed across all areas of study

4. Works selected for study • At least TWO works • At least ONE work from Prescribed List of Notated Solo Works from VCAA • All works must relate to the Focus Area • The program should represent a diversity of character • Unit 3 Outcome 3- about 15 minutes

5. Questions to ask before you start • What thread or topic of music would make my music research and performance program interesting and challenging? • What are my strengths in music I already can perform and how can I build this into a research topic and performance program with a wide variety of styles and characters? • What new technical work do I need to set in order to achieve the new styles and characters?

6. Questions to ask before you start • How can I give the research focus so it is manageable? • What characteristic and style can I use to complete a creative organisation of sound task? (composition/arrangement/improvisation)

7. Area of Study 1: Investigation • Select a Focus Area • Use aural comprehension, music theory and general musicianship knowledge and skills as they listen critically to recordings of performances and examine relevant texts including musical scores. • Analyse aurally and visually, a sample of music works that includes works selected for performance to gain a broad understanding of stylistic and structural characteristics.

8. Area of Study 1: Investigation (con’t) • develop knowledge of relevant influences on the works that are representative of the Focus Area • use appropriate music terminology and language to describe and discuss characteristics of selected works.

9. Area of Study 2: Composition/Improvisation/Arrangement • Applyresearch findings from Outcome 1 • Create a folio of composition of arrangement exercises, sketches, or recorded improvisations that demonstrate understanding of the Focus Area • Undertake a variety of composition/ improvisation/ arranging tasks to explorecharacteristics typical of the a sample of works studied in Outcome 1 and works selected for performance.

10. Area of Study 2: Composition/Improvisation/Arrangement (con’t) • Develop an understanding of the influence of idiomatic instrumental techniques, performance conventions, the skill levels of performers and other practical considerations that may have an impact on the compositional process. • Create a score or recording that can be used to prepare and present a performance of selected exercises. • Discuss characteristics of their completed exercises in relation to research findings from Outcome 1.

11. Area of Study 3: Performance • Plan, rehearse and perform a program of works representative of the selected Focus Area. • Develop relevant instrumental and performance techniques and apply performance practices to build their expertise as performers. • Consolidate their ability to present musically engaging performances using the performance practices and conventions relevant to their selected Focus Area

12. Area of Study 3: Performance (con’t) • Through regular performance in a variety of contexts, they explore ways of expressivelyshaping their chosen works and develop their ability to communicate their artistic intentions to an audience. • Extend their instrumental skills through regular practice and explore ways to develop empathy and other ensemble skills through rehearsal with other musicians, as appropriate.

13. Area of Study 3: Performance (con’t) • Refine their understanding of ways to expressively shape their chosen works by applying research findings from Outcome 1 regarding stylistic characteristics, performance techniques, practices and conventions, and approaches to interpretation • Explore possibilities for performance of each work in the program • Develop interpretations that balance relevant personal, stylistic, practical, technological, historical and cultural influences.

14. Area of Study 3: Performance (con’t) • Study of technical work and exercises supports students as they develop their performance program and their overall ability as performers

15. Outcomes for Units 3 and 4 Music Investigation

16. Overall Final Assessment

17. Unit 3 Outcomes

19. Unit 4 Outcomes

21. Performance Opportunities in 2011 (draft only)

22. Brainstorming of ideas for Focus Area

23. Outcome 2 Which one(s) should I choose?

24. Composition • Create music based on the brainstormed ideas from Outcome 1 • Can be short (exercises) or long • Can be simple or complicated • Ideas have to be original and authentic Examples • Compose exercises to assist technical development for a work in a performance • Transcribe a typical melodic or rhythmic motif and extend through composition • Create a series of short sections that are typical of the part an instrument will play in each section of a work

25. Arrangement • Based on an existing idea or a fragment the piece • Re-arrange to suit to the context • Can be simple or complicated • Can be short or long • Can be for one or more instruments Examples • Take a piano score and revoice for an ensemble • Create a two-stave reduction of an orchestral or a small ensemble work

26. Improvisation • Based on an existing idea or a fragment the piece, create and extend new musical ideas Examples • Improvise a melody over a chord progression • Improvise a second ‘verse’ for a work that has a decorated repeat

27. Equipments • Recording tools e.g. Flip cam (library), camera, phone • ipod or mp3 • Metronome • Labtop or desktop computer • Pencils and eraser • Large folder with plastic pockets • Manuscripts • Note book • Journal Book/ Sketch Book

28. Resource • Books and magazines • Local libraries • Internet • Your instrumental teacher • Ms Ma • itune • youtube • CDs (JB Hi-fi) • Newspapers • Performances in other venues

29. Digital Resource Music notation • MuseScore (free download) • Sibelius 6 (available at school) Recording/ Composition/Arrangement • Audacity (available at school) • Garage Band (free on mac) • Sony Acid (available at school) • Karaoke itune prompter Download at: http://www.griffintechnology.com/products/tuneprompter/ • Myna: http://www.aviary.com/online/audio-editor • Soundation Studio: http://www.soundation.com/studio

30. Planning of a Focus Area

31. Things to do over the holiday • Practise regularly- try to practise your repertoire broadly, not just the exam pieces. • Choose music for fun to play with, as a bit of holiday treat. • If possible, contact your instrumental teacher and have your instrumental lessons regularly. • Explore your own strengths and weaknesses on your instrument using the journal book to keep a record • Use existing technical exercises, or create your own collection of exercises • Work on areas you are weak in • Build up the stamina of performance • Listen to as many songs as possible • Watch other people performing from youtube or live concerts to inspire and motivate you. Keep a record on the good ones and share with your friends.