Students must be assessed individually within the piece performed, using Duet/trio performance assessment grid.An Elementary Vocal Music Teaching Module Focusing on Prevention of Performance Anxiety UNCP Author/Contributor (non-UNCP co-authors, if there are any, appear on document) Carrie R. Performance for further details of the Programme note and assessment. citations of title and musician/artist for any aural accompaniment used.the phrases that have been used for each student in the creation of the piece.the choreographic intent, eg the idea(s), theme(s), mood(s), meaning and/or style/style. Programme note (approximately 150 words). To support assessors' marking of the duet/trio performance, teachers must provide a Please refer to the online exemplification material available at /dance for marked examples of duet/trio choreography. Focus on musicality or technique during performancs full#Sophistication, complexity and challenge to allow each student to access the full range of The dance content of the piece presented for assessment must be of sufficient Physical contact and interaction with other dancers, elevations, moving into and out ofĪssessment of the duet/trio performance will focus on each students' ability to opportunities for students to demonstrate safe practice at a challenging level, eg.Understanding specific to duet/trio performances ie relationship content, musicality and opportunities for students to demonstrate the additional knowledge, skills and.Intent, and ensure coverage of the performance content in a duet/trio The final performance for assessment must clearly reflect the defined choreographic The two phrases that have been used in a student’s solo performance must not be usedĪgain in their duet/trio performance. In part in the resulting duet/trio, but they could be if this helps to realise the chosen It is not essential for the phrases in their original form to be included either in whole or Performance and to realise the chosen choreographic intent. The action, dynamic and spatial elements of the remaining two set phrases from theĬhoice of four set by AQA must be developed to generate dance content for the duet/trio Relates to mood(s), meaning(s), idea(s), theme(s) and/or style/style fusion(s) or a The duet/trio performance must have a clearly identified choreographic intent, which The duet/trio dance may be choreographed by teacher(s), dance artist(s) or by collaborationīetween teacher(s) and/or dance artist(s) and students. Each student must performįor a minimum of three minutes in a dance which is a maximum of five Focus on musicality or technique during performancs how to#Students must learn how to perform as part of a duet/trio dance. Recordings of the four set phrases, each lasting approximately 30 seconds,Īre available to view at /dance along with the teacher 's Performance for details of the assessment and Solo performance assessment Linked together), but can be presented in any order. In the assessed performance, the two phrases must be presented separately (not be mental skills and attributes during performance.technical skills accurately and safely during performance.physical skills and attributes safely during performance.The titles of the set phrases are as follows:Īssessment of the solo performance will focus on the student's ability to Set phrases for each student to perform as a soloist, from the choice of four setīy AQA. In conjunction with the student, the teacher must select two of the following Students must learn how to perform as a solo dancer for approximately one Safe working practices (process), including: Mental skills and attributes (process), including: Safe working practices (during performance), including: Mental skills and attributes (during performance), Meaning(s), idea(s), theme(s) and/or style/style
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |