student activity booklet - team music€¦ · web viewwhen choosing repertoire, consideration...

BTEC Level 3 Subsidiary Diploma in Music (performing)

BTEC MUSIC: Level 3 Subsidiary Diploma

Unit 40: Working and Developing as a Musical Ensemble EnsemEnsembleEnsembleEnsembleName:

Study Guide & Student Workbook

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BTEC Level 3 Subsidiary Diploma in Music (performance)Study Guide & Student Workbook: Unit 40: Working & Developing as a Musical Ensemble

You have been asked by SWINDON TOWN Youth Club to give a presentation on the key features of a successful music ensemble. The youth club has also booked you and your band to perform at their end of year disco.

A. Indicative knowledge, skills and understanding

On completion of this unit a learner should:

1. Understand the elements of musical ensembles

2. Be able to plan as a musical ensemble

3. Be able to develop as a musical ensemble

4. Be able to perform as a musical ensemble.

B. Independent NotesReading about rehearsing is less important than witnessing other players’ rehearsal processes. Ensure you observe group performances on video/DVD/you tube where possible to learn from good and bad ensemble practice. Good rehearsal practice is to record your own performances/work in progress, and to watch the recordings back to self critique your work.

Bibliographies of performing groups (orchestras, rock band, jazz groups, choirs etc) are also available. Reading these can be informative as to how groups became successful in the music industry. They can also provide information as to how to work and develop as a musical ensemble effectively and what pitfalls to avoid.

C. Employer engagement and vocational contexts:It would be particularly useful to try and make links with working musicians to give a vocational insight and to allow a focus on working and developing as a musical ensemble. Try to make links with any professional musicians or personnel in the music industry and invite them to an interview session in person or via Internet sent questions, ensuring these questions are well-structured to aid your study of this unit of work.

Title & Date: Brief description of vocational contact & critical review


D. You will use your knowledge and understanding in class to take part in a range of activities, discussions, challenges and practice sessions covering the following learning objectives:-

Understand the elements of musical ensembles

Elements: band members; organisation; communication e.g. musical interaction, interaction with audience, listening skills; co-operation; rehearsal; repertoire; strengths and weaknesses

Be able to plan as a musical ensemble

Forming an ensemble: ensemble types e.g. string quartet, rock band, jazz band, vocal group; auditions Choosing repertoire: resources e.g. music library, CD collections, online music players, sheet music, real books Choosing roles: e.g. band leader, musical director, front person, administrator, publicist, choreographer

Be able to develop as a musical ensemble

Rehearsal: ways of rehearsing e.g. personal practice, group rehearsal, sectional; use of equipment; methods e.g. use of tempo, use of click track, playing along to pre-recorded music, acapella, use of structure, use of improvisation Reflection: e.g. watching videos of performances, band meetings, practice diaries, rehearsal logs, peer feedback, audience feedback

Be able to perform as a musical ensemble

Types of audience: e.g. peers, friends and family, public Communication: type e.g. verbal, physical, musical; with band members; with audience Stage presentation: image e.g. costume where appropriate, stage make-up; stage presence and awareness; use of space e.g. movement, placing of equipment; sight lines Musical competency: intonation; instrumental tuning; pitching during performance; tightness; tempo; handling of section changes; beginnings and endings; technical proficiency; critical listening and response to ensemble requirements e.g. balance; sensitivity and dynamics


E. Coursework AssignmentsDuring this unit you will complete the following two assignments. Both assignments consist of two tasks and worksheets to aid you with these assignments can be found at the end of this study guide. Once completed, these can be submitted as part of your evidence.

Assignment 1: BEING IN THE BAND (P1, M1, D1, P2, M2, D2)

You have been asked by SWINDON TOWN Youth Club to give a presentation on the key features of a successful music ensemble. Through preparation and planning you are to put together your own band to perform for their end of year disco.

Task 1.1: “What Makes a Successful Ensemble?” (P1, M1, D1)

You are to study the performances and bibliography of a successful musical ensemble putting the key features into a presentation to be given to SWINDON TOWN Youth Club.

You must consider what makes the ensemble successful. Consider elements such as organisation; communication e.g. musical interaction, interaction with audience, listening skills; co-operation; rehearsal; repertoire; strengths and weaknesses. In your presentation include photographs, video and/or audio clips to evidence these elements and to highlight key points in the musical career of your chosen ensemble. Using carefully chosen video clips, analyse performances to support your reasons as to what makes a successful musical ensemble.

Task 2.1: “Getting the Band together!” (P2, M2, D2)

You are to form a Group according to musical taste. You need to decide on roles within the group and choose your repertoire in preparation for your bands performance night at SWINDON TOWN youth club.

You need to evidence how you choose your ensemble members, roles and repertoire. This may be through meetings, class discussion and/or an audition process. Consideration may be given to musical abilities, musical preferences, resources, friendship groups and individual time management and other commitments. Remember to keep a journal/evidence log/video diary of the process and to minute all meetings. (Planning meeting worksheets are included in this Study Guide and Student Workbook.) Repertoire (music) can be sourced from music libraries, CD collections, online music players, Internet sites, sheet music and real books. When choosing repertoire, consideration should be given to the types of audience you will be performing to: eg peers, friends and family, public. Roles within the ensembles could be band leader, musical director, front person, administrator, publicist, and choreographer. Ensemble type examples are:- string quartet, rock band, jazz band, vocal group.

In thi

P1: Explain the elements of musical ensembles.

M1: Illustrate the elements of musical ensembles.

D1: Analyse the elements of musical ensembles.

P2: Plan as a musical ensemble competently with limited tutor support.

M2: Plan as a musical ensemble confidently with total independence.

D3: Plan as a musical ensemble demonstrating mastery of the processes involved.


Deadline date: ________________________ Sign when complete: ______________________

Assignment 2: DEVELOPING AND PERFORMING AS AN ENSEMBLE (P3, M3, D3, P4, M4, D4)

You and your ensemble will rehearse repertoire in preparation for your performance at the local SWINDON TOWN Youth Club. You will then give a performance of the songs you have developed to an audience at SWINDON TOWN Youth Club.Task 2.1: “The Rehearsals” (P3, M3, D3)

Developing as an Ensemble. You need to spend time rehearsing your repertoire (music) in preparation of your final performance. You will need to arrange rehearsal times and work on techniques to improve your performance. You must complete your BTEC music rehearsal booklet as an evidence log of practice sessions showing dates, times and ways of rehearsing e.g. personal practice and group rehearsals, equipment and resources used, practice methods and rehearsal strategies e.g. use of tempo, use of click track, playing along to pre-recorded music, acapella, use of structure and use of improvisation. It is also important for you to reflect on your rehearsals and practice sessions so that you can include in your evidence log any successes and areas for further development and improvement. Ways to reflect upon your work could be through watching videos of your performances and rehearsals, band meetings, practice diaries and rehearsal logs. Peer and audience feedback can also be useful and this can be obtained through the use of questionnaires and/or group discussions. Ensure all reflection work is clearly recorded in your evidence log. Communication is vital for development as a musical ensemble. Working with others in your ensemble should be video recorded to show physical, musical and verbal communication e.g. during rehearsal sessions and band discussions and meetings. Again, this should all be clearly recorded in your evidence log.

Task 2.2: ”The Final Ensemble Performance” (P4, M4, D4)

Performing as an Ensemble. Your Ensemble will give a performance of the repertoire that you have rehearsed and developed to an audience at SWINDON TOWN youth club. This performance should show that you have carefully considered the type of audience you are performing for and in doing so your audience should be able to relate to the music you are performing. Communication with fellow band members and with the audience is essential to a good performance and you should ensure that this is included in your performance. Decisions should be made about stage presentation: image e.g. costume where appropriate, stage make-up; stage presence and awareness; use of space e.g. movement, placing of equipment; sight lines. Musical competency is very important: e.g. intonation; instrumental tuning; pitching during performance; tightness; tempo; handling of section changes; beginnings and endings; technical proficiency; critical listening and response to ensemble requirements e.g. balance; sensitivity and dynamics. Ensure your final performance is video recorded and have audience surveys ready for people to complete at the end of the performance. These surveys will provide immediate feedback about your performance.

P3: Develop as a musical ensemble competently with limited tutor support.

M3: Develop as a musical ensemble confidently with total independence.

D3: Develop as a musical ensemble demonstrating mastery of the processes involved.

P4: Perform as a musical ensemble with minor errors that do not detract from the performance.

M4: Perform as a musical ensemble competently.

D4: Perform as a musical ensemble with flair and interpretation.


Deadline date: ________________________ Sign when complete: ______________________

F. Study Time Independent instrumental/vocal practice time using school rehearsal rooms Complete any independent work set during lesson. Independent reading and research work: Observe group performances on video/DVD where

possible to inform own practice. Read bibliographies of musical ensembles. Research books/online articles/DVDs and Internet video clips about music practice techniques and rehearsal strategies.

Look ahead at the forthcoming assignments and begin gathering notes/research from textbooks and websites that will help with completing assignments.

ASSESSMENT & GRADING CRITERIA

Assignment To achieve a pass grade your evidence

must show that you are able to:

To achieve a merit grade your evidence

must show that, inaddition to the pass criteria,

you are able to:

To achieve a distinction gradeYour evidence must show that,

in addition to the pass andmerit criteria, you are able to:

Being in a Band

explain the elements ofmusical ensembles (P1)

plan as a musical ensemblecompetently with limited

tutor support (P2)

illustrate the elements ofmusical ensembles (M1)

plan as a musical ensembleconfidently with totalindependence (M2)

analyse the elements ofmusical ensembles (D1)

plan as a musical ensembledemonstrating mastery of the

processes involved (D2)Developing

and Performing

as an Ensemble

develop as a musicalensemble competently with

limited tutor support (P3)

perform as a musicalensemble with minor errorsthat do not detract from the

performance. (P4)

develop as a musicalensemble confidently withtotal independence (M3)

perform as a musicalensemble competently (M4)

develop as a musicalensemble demonstratingmastery of the processes

involved (D3)

perform as a musicalensemble with flair and

interpretation. (D4)

•


Worksheet 1: What is a Musical Ensemble?

You must get into the habit of writing down all websites/web addresses/books and CDs that you use throughout the BTEC Level 3 Music course!

2. Hidden in the word search below are 10 musical ensembles. When you have found one, write it underneath the word search and start to form a list.

Z C R R E B M A H CO R P O P G R O U PI P O B X W I D I QR T G C A U Y N C UT E H F K L P A U IZ U G G G B D B O NZ D O I R T A D O TA G A M A L A N C EJ F A P V E E I D T

1. What is a musical ensemble? (Please write your answer in a full sentence)

The website/web address and/or book I used to find this information was:


Q U A R T E T W B B

My list of musical ensembles…

1. 6.2. 7.3. 8.4. 9.5. 10.

Worksheet 2: Types of Musical Ensembles

1. All of the words below are different types of musical ensembles. They all belong to a type of ensemble. Match up the musical ensembles with the type of ensemble that they are by using the correct colour.

Type of ensemble ColourClassical Ensemble BlueRock/Pop/Jazz Ensemble RedWorld Music Groups GreenGeneral Ensembles Yellow

Ensemble Colour Type of ensembleAfrican DrummingBarbershop Big BandChamberChoirDuetFolk BandGamelanJazz TrioMarching BandOrchestra


Pop GroupQuartetQuintetRock BandSamba BandSteel Pan BandTrioWind Band

2. Select 4 musical ensembles, one from each type of ensemble, (ie: one each of blue, red, green and yellow from the list on the previous page) and describe them.

Musical Ensemble Description

1.

2.

3.


Worksheet 3: Famous Musical Ensembles

1. Select 4 famous musical ensembles, ensuring each is of a different musical genre. In the spaces provided on the following pages, give the name of each ensemble, choosing a suitable image in each case and write a brief description/explanation about each one.

Musical Ensemble Picture from the Internet

Explanation

4.

1.

Reference the website you found this picture from here

www.



Explanation

2.


www.



Explanation

3.


www.



Explanation

4.


www.


Worksheet 4: Elements of MusicaL Ensembles

1. Listed in the table below are the elements of musical ensembles. Give a brief description of each one in the space provided.

MUSICAL ELEMENT BRIEF DESCRIPTION

Band Members

Organisation

Communication

Co-operation

Rehearsal

Repertoire (music)


Strengths & Weaknesses

Worksheet 5: Roles

1. In planning a musical ensemble performance, everyone has an important part to play. Complete the ‘mind map’ to identify at least 6 different roles and their definitions. The first one is done for you as an example.

EXAMPLE

CHOREOGRAPHER a person who creates dance compositions and

plans and arranges dance movements and

patterns for dances

ROLES

and their definitions


2. Select 4 different roles from the previous page and describe them in more detail below.

Role Description

1.

2.

3.


3. In each picture below, a member of the ensemble has been highlighted because they have a specific part to play within the ensemble. Identify their job role and describe what they do within the ensemble.

4.

1. The role of this member of the ensemble is

Description of what they do.



Worksheet 6

Worksheet 6: The Orchestra

Directions for labelling the layout of the orchestra

1. You are the conductor and can see all of the instruments in the orchestra. Correctly colour in the diagram of the layout of the orchestra using the paragraph below to help you.

The percussion and the timpani sit at the very back row of the orchestra. The harp occupies the smallest space and the 1st violins sit at the front, next to the harp. The 2nd violins sit next to the 1st. The violas are directly in front of you. Double basses are behind the cellos and finish the string section (which is the largest). The flutes are behind the violas to the left. The oboes sit next to the flutes and are directly in front of the bassoons. The clarinets sit next to the bassoons and are in front of the horns. The trombones and tuba sit a row behind the bassoons to the right. The trumpets sit next to them.



Strings

Percussion

Woodwind

Brass


Answer the following questions about the orchestra in full sentences.

2. Why does the conductor stand in the centre of the orchestra?

____________________________________________________________________________________________________________________________________________________________________________

3. Why are the percussion instruments at the back of the orchestra?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. If you were organising the orchestra, would you keep the woodwind and brass instruments in the same place or would you swap them around? (Give a reason for your answer)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

5. Which instrument do all of the other instruments ‘tune-up’ to? and why?

____________________________________________________________________________________________________________________________________________________________________________


____________________________________________________________________________________________________________________________________________________________________________

6. In your own words, explain why a conductor is needed in some ensembles.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

7. In your own words, give three examples of ensembles that do not need a conductor and explain why.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Worksheet 7: Mini Assignment

1. Imagine that you have completed your years of study at Swindon Academy. Since leaving school you have pursued a career as a performing musician. Now a successful session musician, your former secondary school music teachers have contacted you and invited you to write a short article for the school magazine. This article is to inform the readers about what it is like to be a working musician in music ensembles of different genres. The article must be interesting and inspirational to current aspiring young musicians at your former school. Therefore, your article should include:

Information about roles and responsibilities undertaken and skills demonstrated.

Your own experiences of performing within musical ensembles and why it is your chosen career path.

The enjoyable and the more challenging aspects of performing in a musical ensemble.

Examples of music ensembles which have been inspirational to you in your music career. Give reasons why these ensembles were so inspirational.

USE THE TEMPLATE ON THE NEXT PAGE TO WRITE YOUR ARTICLE


DATE:

SWINDON ACADEMY ALUMNI NEWS


sdfgsdf

QUOTE:

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Worksheet 8: My Musical Ensemble

1. Following an initial band meeting, write the name of your group in the centre of this diagram and the names and roles of your band members in the shapes around it.

2. Take a photograph of your ensemble and insert it below.

P

[TYPE IN


3. There are many places within school that would be suitable for a lunch time concert. List as many as you can below:-

4. Which of these venues in school do you think would be the most suitable place for your ensemble to perform at and why?

5. What type of audience do you think would be most likely to attend a concert by your musical ensemble and why? (consider age/sex/musical interest)

6. In the space below, write down a list of all of the equipment that your group will need to complete an ensemble rehearsal:-

HrsDaysWeeks

DaWeks


7. Using the timetable below, highlight times that you plan to rehearse both as a group and independently.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Before school

Before school

Before school

Before school

Before school

Lesson 1 Lesson 1 Lesson 1 Lesson 1 Lesson 1Lesson 2 Lesson 2 Lesson 2 Lesson 2 Lesson 2Lesson 3 Lesson 3 Lesson 3 Lesson 3 Lesson 3Lunchtime Lunchtime Lunchtime Lunchtime LunchtimeLesson 4 Lesson 4 Lesson 4 Lesson 4 Lesson 4After School After School After School After School After School

8. Every performer needs to prepare physically and mentally before a rehearsal takes place. How are you going to make sure that you are ready for a rehearsal?

9. How do you plan to communicate with others in your group?

10. Following a band meeting write down a list of song suggestions/music repertoire for your musical ensemble to perform:-


11. What are the strengths of your musical ensemble?

12. What are the weaknesses of your musical ensemble?

13. List areas for improvement and development within your musical ensemble in order of priority giving reasons why.


Worksheet 9: Rehearsal techniques and Planning a performance

1. In the table below are some examples of rehearsal techniques. In the spaces provided describe how these techniques aid development and progression in musical ensembles.

Rehearsal Technique Description

Personal Practice

Group Rehearsal

Sectional rehearsals

Use of equipment

Use of TEMPO

Use of Click track/metronome

Playing along to backing tracks/pre-recorded music

Acapella

Use of STRUCTURE

Use of improvisation

2. In the table below are some ways of reflecting on rehearsals and performances. In the spaces provided describe how these techniques aid development and progression in musical ensembles.

Reflection Description


Watching video recordings of rehearsals and performances

Band meetings

Evidence Logs

Peer & Audience Feedback

Worksheet 10: The Performance

1. How important is it to know your type of audience/event when planning a performance and why?

2. Communication is essential for a musical ensemble to be successful. Complete the following sentences to explain how each of these forms of communication are used:-

Verbal communication with band members

Physical communication with band members

Musical communication with band members

Verbal communication with audience


Physical communication with audience

Musical communication with audience

3. Draw a diagram in the box below to show how your ensemble have their ‘stage set-up’ ensuring you label where equipment is placed, and use of space, lighting and any special effects.

4. Consider your band image. What clothes/costume/stage make-up do you and your band members plan to wear and why?


5. How important is stage presence and awareness? Describe how your band is demonstrating this in their performance.

6. In order to give a confident, competent performance which shows flair, creativity, imagination and good use of communication, musical competency is essential. Which of the following have you and/your musical ensemble worked at during rehearsals and taken into consideration for your final performance. Circle the ones which apply, and write a brief description about the ways in which you have approached these during this unit of work Working and Developing as a Musical Ensemble.

INONATION INSTRUMENTAL TUNING PITCHING DURING PERFORMANCE

TIGHTNESS TEMPO HANDLING OF SECTION CHANGES

BEGINNINGS & ENDINGS TECHNICAL PROFICIENCY CRITICAL LISTENING

BALANCE SENSITIVITY DYNAMICS

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Planning MeetingDay:Date:In attendance:Apologies:

Initial meetings notes:

Personal Planning notes:

Items for next meeting:


Notes between meetings / items to follow up before next meeting:

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AOB:Planning MeetingDay:Date:


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