UNIT 15: LIVE MUSIC WORKSHOP

This unit allows learners to explore the process of making performance and to experiment with and try out performance ideas in practical workshop situations.

GRADING CRITEREA 1:

LOOK AT STIMULUS AS A STARTING POINT FOR CREATING PERFORMANCE

Be able to interpret ideas for performance material

GRADING CRITEREA 2:

DEVELOP IDEAS AND REHEARSE THEM DURING WORKSHOP SESSIONS

Know how to apply ideas creatively

GRADING CRITEREA 3:

TAKE PART IN A PERFORMANCE BASED ON WORKSHOPPING IDEAS

Be able to take part in workshop performances

GRADING CRITEREA 4:

EVALUATE HOW EFFECTIVE STIMULUS AND PERFORMANCES WERE AND EXAMINE HOW THEY COULD BE DEVELOPED FURTHER INTO BECOMING NEXT YEARS FMP.

Be able to evaluate the workshop process in light of performance.

Each group will develop TWO 10 minute performances (to be shown to the whole year group) which suggest a theme/idea for next years FMP.

One performance will be based on stimulus provided by the tutor, the second will be based on stimulus provided by the students.

Musicians must bring instruments/leads/effects/tuners/drumsticks etc to each session.

ASSIGNMENT 1: INTERPRET AND CHOOSE IDEAS FOR PERFORMANCE MATERIAL BASED ON STIMULUS

EVIDENCE: WORD DOCUMENT/OBSERVATION

Interpret ideas for performance material

For the first performance the group will assess and discuss and interpret stimuli provided by the tutor regarding it's strengths and weaknesses as a starting point for performance.

For the second performance the group will research and choose 3 pieces of stimulus for possible consideration by their group which could provide a starting point for performance. They will then choose one item out of their 3 to show the group.

Learners will need to keep a performers log, which may take the form of a written diary or logbook, or may be captured as a video diary or audio recording. The log should provide clear supporting evidence for the research undertaken and the manner in which stimuli have been selected, explored and developed in addition to diary entries.

Task 1:

Evaluate how the pieces of stimulus provided by your tutor could be used as a starting point for a performance.

Look at the themes suggested by the stimulus and discuss how they could be used to develop a show.

Task 2:

For the second performance choose 3 out of the following:

A video clip (film, television, music video, advert, youtube clip)

An image (a still photo, painting, postcard) PRINT OUT

A piece of text (extract from a novel, newspaper/magazine article, advert, brochure) PRINT OUT

A piece of music

A non-musical sound clip (spoken word, sound effect)

Evaluate how they could be used as a starting point for a performance.

Look at the themes suggested by the stimulus and discuss how they could be used to develop a show.

Choose one of your three items to bring in and present to the group for discussion

Write about why you have chosen this item.

Show/Describe your responses to various pieces of stimulus:

To achieve P1 evidence should show that the learner has used their research to identify possibilities for development although responses will consist of the most obvious uses of the material.

For M1 learners will be able to consider a number of possibilities for the development of source material and this will be undertaken in a more creative manner.

To achieve D1 source materials must be explored in a detailed and insightful manner. Learners will show that they have considered a number of possibilities and will not be afraid of rejecting ideas. They will also be able to explain the thought processes behind their choices in a thorough manner.

ASSIGNMENT 2: DEVELOP/REHEARSE IDEAS FOR A PERFORMANCE BASED ON STIMULUS

EVIDENCE: WORD DOCUMENT/OBSERVATION/VIDEO EVIDENCE

Know how to apply ideas creatively

Develop/Rehearse ideas for a performance based on the stimulus you are given/select.

Shape ideas; explore meaning; communicate meaning; apply different forms;elements; techniques and/or structures; apply the chosen medium and/or media in different ways

Rehearsal: identify and apply the required skill(s); practise and refine skills; give and/or take instructions; time management.

To achieve P2 learners must engage in the development of feasible ideas showing that they appreciate some of the practical constraints, eg time and physical resources, they are likely to come across.

For M2 their contribution to the development process will demonstrate that they understand the medium in which they are working and can apply their understanding of the medium to the shaping of the work. They will demonstrate some foresight in the consideration of practical constraints they are likely to some across.

To achieve D2 the learners will demonstrate more creative and perceptive way of working. They will not only be able to identify constraints but will be able to suggest alternatives and work through problems to find workable solutions.

ASSIGNMENT 3: PERFORM TWO 10 MINUTE PIECES BASED ON SUGGESTED STIMULUS

EVIDENCE: VIDEO EVIDENCE

Take part in two performances based on stimulus which suggest a theme/idea for next years FMP

To achieve P3 learners should demonstrate competent performance skills appropriate to the medium being used. Performance work should show that they have used and demonstrated some skills appropriate to the chosen performance medium. The learners should show some commitment to the work and be able to communicate their ideas to the audience.

For M1 performances will show control in the handling of performance skills. A higher degree of commitment tothe performance will be apparent and performance work will be focused.

To achieve D3 learners should be confident and well focused.

ASSIGNMENT 4: EVALUATE THE SUCCESS OF PERFORMANCES AND CONSIDER HOW IDEAS COULD BE DEVELOPED INTO NEXT YEARS FMP.

EVIDENCE: WORD DOCUMENT

Be able to evaluate the workshop process in light of performance.

Consider what went well/what didn't. How useful was the original piece of stimulus? What worked or didn't during rehearsal and performance. How effectively could the piece be developed into a full show? (Consider budget/staging/audience etc.)

To achieve P4 learners should be able to identify what went well and less well and make some suggestions as to how the work might be further developed. These suggestions are however likely to be elaborated and general in their nature.

For M4 the evaluation should discuss the potential of the work making reference to specific examples from the work produced.

To achieve D4 the learner will be able to weigh up the potential of the work and make judgements about the feasibility of further development. Comments will be fullysupported by well-chosen examples from the work.