BTEC Level 3: Music Performing - Morecambe Level 3: Music Performing ... Unit 43: Special Subject Investigation ... The BTEC National Level 3 course in Music Performing runs a controlled ...

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  • BTEC Level 3:

    Music Performing

    Course Handbook

    2017-2019

  • 2

    BTec Level 3: Music Performing

    This course consists of two core units plus four specialist units that provide a combined total of 360

    guided learning hours for the completed qualification.

    Core Units:

    Unit 23: Music Performance Techniques (Year 1)

    Unit 40: Working and Developing as a Musical Ensemble (Year 2)

    Specialist Units:

    Unit 30: Pop Music in Practice (Year 1)

    Unit 12: Improvising Music (Year 1)

    Unit 24: Music Project (Year 2)

    Unit 43: Special Subject Investigation (Year 2)

    Who is the course for?

    The course is for students who perform as musicians and are looking to further their musical studies

    and experiences in a variety of ways. You will have opportunities to develop as a performer and gain

    an insight into how the music industry operates.

  • 3

    How will I be assessed?

    The BTEC National Level 3 course in Music Performing runs a controlled assessment system, with you

    working to set deadlines. Assessment is through practical demonstration with some written work. All

    assessed work is coursework or project based. There are no formal exams. Unit grades will be given

    at the end of each unit, with a final grade being given at the end of the course

    BTec Level 3 Subsidiary Diploma in Music Performing = 1xA Level Equivalent.

    The grading criteria for each unit will be given a grade of FAIL, PASS, MERIT or DISTINCTION. To gain

    a pass/merit/distinction for the whole course a pass/merit/distinction must be met for all units.

    Once you have handed in your work, you will receive written and feedback on your progress and your

    grade. At that point you will be given ONE OPPORTUNITY ONLY to improve your work if a) the work

    is below your predicted target grade, or b) you wish to try and improve your mark. Each unit has an

    allocated two week period in which you will have the opportunity to improve your work.

    Resources:

    The school has a fully resourced music studio with recording equipment, microphones, amplifiers, an

    iMac suite with sequencing and score writing software and additional rehearsal space. Students will

    also have access to the school PA in both the hall and The Studio. Students will be expected to bring

    their own instrument to lessons.

  • 4

    What can the course lead on to?

    Students completing the course can gain university entry to study music related programmes at

    degree level. Alternatively, students may wish to progress directly into a career in the music industry,

    considering such paths as:

    Professional Musician

    Session Musician

    Sound/Recording Engineer

    Music Management

    Teaching Music

    Composing Music and Arrangement

    How much home study will I be required to do?

    Students are expected to undertake regular home study, including the individual practice of

    instruments as well as the completion of homework/coursework. Additional instrumental lessons on

    a chosen instrument are essential and are imperative to your professional development. In the

    second year of the course, there is an Independent Learning Programme to also complete, which is

    outlined at the back of this unit handbook.

    A practice/rehearsal log must be kept up to date and some additional research/reading would also be

    beneficial.

    A new unit will be addressed approximately each term. A variety of skills will be acquired over the

    two years and some units may overlap in the skills required to complete tasks.

    All written work must contain an accurate Bibliography/Discography with quotations clearly

    referenced.

  • 5

    Pop Music in Practice (Specialist: Year 1) (Autumn Term BPA/PCA)

    On completion of this unit a learner should:

    1. Know different genres of pop music

    2. Know how pop music developed

    3. Understand the relationship between society and pop music

    4. Be able to perform different styles of pop music.

    DUE DATES

    Monday 4th September 2017 - Thursday 21st December 2017

    Original Song Composition: Friday 1st December 2017

    Magazine Article: Friday 8th December 2017

    Pop Productions CD: Friday 15th December 2017

    Review Weeks: Monday 8th January 2018 - Friday 12th January 2018

    Unit Content: Key Words

    1 Know different genres of pop music

    1950s-60s genres: e.g. blues, dance music, popular ballads, balladeers, novelty songs, R&B, rock,

    skiffle, rockabilly, rock n roll

    1960s-1970s genres: e.g. Merseybeat, Motown, California sound, soul, folk rock, country and western,

    progressive rock, psychedelia, reggae

    1970s-1990s genres: electronica, glam rock, heavy metal, soft rock, pop ballad, girl power, boy/girl

    bands, Britpop northern soul, grunge, punk, hip hop, garage

    2000s genres: e.g. urban, pop/rock bands, internet-based indie artists

    2 Know how pop music developed

    Musical elements: song structure, harmony, texture, timbre

    Format: e.g. A-side/B-side singles, LPs, extended length rock songs, concept albums, instrumental

    rock, music video

    Technological/production: e.g. mono/stereo formats, wall of sound (Phil Spector), studio albums,

    garage sound (Buddy Holly, White Stripes), high production values (Quincy Jones, Brian Eno),

    scratching, sampling

    3 Be able to perform original pop music and 4 Be able to perform music as an ensemble

    Styles: any from 1950s-60s, 1960s-1970s, 1970s-1990s, 2000s; selection of repertoire appropriate to

    ability; stylistic accuracy

  • 6

    UNIT 30: POP MUSIC IN PRACTICE STUDENT PLC

    ELEMENT CRITERIA R A G

    P1 Describe, with reference to examples, styles of pop music

    M1 Explain, with reference to examples, styles of pop music

    D1 Comment critically, with reference to examples, styles of pop music

    P2 Describe, with reference to examples, how pop music developed

    M2 Explain, with reference to examples, how pop music developed

    D2 Comment critically, with reference to examples, how pop music developed

    P3 Perform original pop music with errors that do not detract from the performance

    M3 Perform original pop music competently and accurately

    D3 Perform original pop music with artistic flair and interpretation

    P4 Perform a variety of pieces as an ensemble with errors that do not detract from the performance

    M4 Perform a variety of pieces as an ensemble competently and accurately

    D4 Perform a variety of pieces as an ensemble with artistic flair and interpretation

  • 7

    Music Performance Techniques (Core: Year 1) (Spring Term BPA/PCA)

    On completion of this unit a learner should:

    1. Be able to develop effective instrumental or vocal technique

    through a structured practice routine.

    2. Be able to apply effective instrumental or vocal technique

    within appropriate repertoire in solo performance.

    3. Be able to apply effective instrumental or vocal technique in

    group performance.

    DUE DATES

    Monday 15th January 2018 - Friday 23rd March 2018

    Written Document Controlled Assessment: Friday 23rd February 2018

    Solo Performance Controlled Assessment: Friday 9th March 2018

    Ensemble Performance Controlled Assessment: Friday 23rd March 2018

    Review Week: Monday 9th April - Friday 13th April 2018

    1 Know effective instrumental or vocal technique through a structured practice routine

    Effective: considered; specific; measurable achievable; relevant; time bound

    Technique: development of a range of physical motor skills; timing; speed and dexterity technical

    exercises; tone and sound production; dynamics and expression; scales, rhythmic exercises

    Structured practice: progressive, qualitative, realistic and obtainable goals related to defined

    timescales; negotiate and form strategies for improvement; set targets, structures and review

    progress; regular individual practice; planning and taking part in group rehearsals, leading rehearsals,

    taking direction

    2 Be able to apply effective instrumental or vocal technique in solo performance

    Apply in performance: confident physical coordination; fluency; dexterity; accuracy (timing, tone,

    intonation, dynamics and tempo); rhythmic control

    Apply through interpretation: prepared and unprepared; with confidence; authority; musicality;

    dynamics; expression; phrasing; detail and control of timing and tempo

    3 Be able to apply effective instrumental or vocal technique in group performance

    Apply in performance: confident physical coordination; fluency; dexterity; accuracy (timing, tone,

    intonation, dynamics and tempo); rhythmic control

    Apply through interpretation: prepared and unprepared; with confidence; authority; musicality;

    dynamics; expression; phrasing; detail and control of timing and tempo

  • 8

    Apply in a group: communicating with other players; musical connectivity and tightness; eye

    contact; sensitivity to sensible dynamics; tempo and rhythmic control, tone production and volume

    control

    UNIT 23: MUSIC PERFORMANCE TECHNIQUES STUDENT PLC

    ELEMENT CRITERIA R A G

    P1 Identify an effective strategy for technical improvement through a structured practice routine

    M1 Describe an effective strategy for technical improvement through a structured practice routine

    D1 Explain an effective strategy for technical improvement through a structured practice routine

    P2 Perform as a soloist competently with minor technical errors that do not detract from the overall performances

    M2 Perform as a soloist showing confidence and technical competence

    D2 Perform as a soloist, with technical skill, confidence, musicality and a sense of interpretive style

    P3 Perform an individual part as a member of a group with minor technical errors that do not detract from the overall performance

    M3 Perform an individual part as a member of a group, with technical competence and confidence

    D3 Perform an individual part as a member of a group, showing technical skill, confidence, a sense of ensemble and interpretive style

  • 9

    Improvising Music (Specialist: Year 1) OPTION (Summer Term BPA/PCA)

    On the completion of this unit a learner should:

    1. Be able to improvise musical passages, appropriate to the genre, in response to a

    stimulus

    2. Be able to improvise musical passages, appropriate to the genre, showing structure

    and form

    3. Be able to improvise musical passages, appropriate to the genre, showing dynamic

    control

    4. Be able to create improvisations, showing response to other musicians

    5. Be able to perform scales and/or technical exercises required to aid technical and

    musical ability to improvise musical passages.

    DUE DATES

    Monday 16th April 2018 - Friday 22nd June 2018

    Presentation Controlled Assessment: Friday 18th May 2018

    Call and Response/Solo Recording Controlled Assessment: Friday 8th June 2018

    Ensemble Improvisation Controlled Assessment: Friday 22rd June 2018

    Review Week: Monday 25th June 2018 - Friday 6th July 2018

    1 Understand the stylistic elements of improvisation across a range of musical genres

    Stylistic elements: musical elements e.g. rhythmic, melodic, harmonic, tonality, lyricism; sonic

    trademarks e.g. distortion of guitar amps, effects, synthesiser sounds, vocal effects

    Stylistic interpretation: artistic phrasing and detail; an understanding of appropriate stylistic

    requirements of the music e.g. note choice, groove, instrumentation, choice of musical equipment, use

    of effects, performance attitude

    2 Be able to develop instrumental or vocal techniques appropriate for improvisation in contrasting

    styles

    Developing: types of rehearsal e.g. group rehearsal, personal practice, jamming sessions, workshops,

    master-classes

    Techniques: e.g. working from lead sheets, solo breaks, extemporisation, phrasing, note choice, call

    and response, groove, instrumentation, choice of equipment

    3 Be able to improvise music in response to a stimulus in contrasting styles

    Stimulus: sheet music e.g. lead sheet, written part, chord chart, score; aural stimulus e.g. rhythmic,

    melodic, harmonic, tonal, lyrical; sonic trademarks

  • 10

    4 Be able to improvise music responding to other musicians

    Responding to other musicians: communication e.g. call and response, imitation, interplay,

    counterpoint; collective musical decisions e.g. choosing material, choosing key signature, tempo,

    dynamics, structural decisions

    UNIT 12: IMPROVISING MUSIC STUDENT PLC

    ELEMENT CRITERIA R A G

    P1 Explain the stylistic elements of improvisation across a range of musical genres

    M1 Illustrate the stylistic elements of improvisation across a range of musical genres

    D1 Analyse the fundamental stylistic elements of a wide range of musical genres

    P2 Develop instrumental or vocal techniques appropriate for improvisation in contrasting styles

    M2 Develop instrumental or vocal techniques appropriate for improvisation in contrasting styles competently

    D2 Develop instrumental or vocal techniques appropriate for improvisation in contrasting styles with confidence and flair

    P3 Improvise music in response to a stimulus in contrasting styles

    M3 Improvise music in response to a stimulus in contrasting styles competently

    D3 Improvise music in response to a stimulus in contrasting styles with confidence and flair

    P4 Improvise music responding to other musicians

    M4 Improvise music responding to other musicians competently

    D4 Improvise music responding to other musicians with confidence and flair

  • 11

    Students will be given regular verbal and written feedback on their progress and will

    be given the opportunity to improve in preparation for the controlled assessments at

    the end of the units.

    HELP SESSION DROP-INS

    You can drop in to see one of your teachers on Thursday mornings between 8.20 and

    8.45am, or by pre-arranged appointment via email.

    Suggested Reading List:

    Whilst this is a general reading list, a more specialised list will be presented at the beginning of each

    unit. Unfortunately it is not possible to buy all of these books, so the options are a) hire them from a

    library (this may require a visit to Manchester), or b) buy a book each and share them around.

    Bowden, J Writing a Report: How to Prepare, Write and Present Effective Reports, 8th Edition (How To

    Books, 2008)

    Coker, J Improvising Jazz (Touchstone Books, 1986)

    Crook, H How to Improvise (Advanced Music, 1991)

    Bruser, M The Art of Practicing: A Guide to making music from the Heart (Bell Tower, 1997)

    Frith, S. Straw, W. and Street, J (eds) The Cambridge Companion to Pop and Rock (Cambridge, 2001)

    Laitz, S The Complete Musicians Student Workbook, Volume 1: An integrated approach to Tonal

    Theory, Analysis, and Listening (Oxford University Press Inc., 2003)

    Larkin, P (ed) Virgin Encyclopaedia of Popular Music (Virgin Books, 2002)

    Rees, D and Gampton, L Rock and Pop year by year (Edition Olms, 2003)

  • 12

  • 13

    BTEC Level 3:

    Music Performance

    Level 3 Subsidiary Diploma (Year 2) Independent Learning Programme

  • 14

    BTec Level 3: Music Performance

    Independent Learning Project: Task 1

    Task The Principles of Song Writing: Part 1

    All Should: Understand the main elements involved in writing a good song.

    Even Better If: You are able to u...

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