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8/7/2019 The Passion in Performance Project
1/4
(also known as PPP)
Part 1 - Study the Masters Due Wed. Feb. 9 th, 2011
1. Scour YouTube for examples of passionate or joyful performances.
Find at least one of them on an instrument you play. Choose 3 of your
favourites, and answer the following questions:
a. How do you know it is a passionate performance? Speak
about body language, facial expression, expressive qualities
of the music etc.
b. What is fantastic about this performance? Avoid writing
too much about the piece/song itself, and focus on how it is
performed.
c. How does the performer achieve the qualities you mentioned
in part b?
d. Based on what you have observed, make a point form list of
what you consider to be characteristics of a passionate
performance. List at least 5 qualities.
e. Make a list of expressive techniques used by the performers
(ie: rubato)
f. What are some ways you as an individual performer could
move toward a performance like the ones you selected? How
do you get there? (Please dont simply answer practice. Be
specific.
8/7/2019 The Passion in Performance Project
2/4
The Passion in Performance Project Continued
Part 2 - Applying what youve observed Due: Monday Feb. 14 th, 2011
1. Choose a short section of a piece that you like and can perform fairly
easily; no more than 16 bars. Try to pick something that has some
expressive potential for emotional communication.2. Read it down without care for expression marks.
3. Record this using GarageBand, or our Zoom recording unit.
4. Considering the expressive markings on the music. What mood or
emotion do you think the composer is trying to convey in this musical
selection. Play your piece again playing only the expression marks
written in the score. Rehearse this until you have it.
5. Record this second version.
6. Listen back to both versions of your recordings. Consider the
following:a. Are you happy with your second performance?
b. What do you like about it? How is it improved over the first
version? Do you think you effectively communicated the
composers intentions?
c. Is it compelling, exciting, passionate? Get feedback from a
classmate.
d. If yes, what makes it so? Considering the qualities you came up
with in Part 1, how can you make your performance give even
more of an emotional punch?e. If no, consider the qualities you came up with in Part 1. How
could you change your performance to give it more of an
emotional impact? Make some changes and try some of the
techniques you listed in question e). This will require some
practice to improve your performance.
7. Regardless of how satisfied you were with your second recording,
record yourself a third time really focusing on making an emotional
connection with the audience.
8. Play recording or perform live for your class. Receive feedback on
your performance and provide feedback for others.
Part 3 Drawing Conclusions Due: Monday Feb. 14 th, 2011
Write a one-page analysis of your PPP findings. What were the challenges?
What did you learn about your own performance strengths and limitations?
What goals can you set based on your findings. How does this project fit
into the stages of The Creative Process (see handout)
8/7/2019 The Passion in Performance Project
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Rubric for Passionate Performanc ProjectExpectations: A1.1, A2.1, A3.3, B1.1, B1.2, B3.3
LEVELS OF ACHIEVEMENT
Categories Below Level
1
50-59% L. 1 60-69% L. 2 70-79% L. 3 80-100% L. 4
Knowledge/
Understanding
The
student:
Knowledge ofexpressive toolsused inperformance
Shows verylimitedknowledgeof theexpressivetools used inperformance
Shows limitedknowledge ofthe expressivetools used inperformance
Shows someknowledge ofthe expressivetools used inperformance
Showsconsiderableknowledge ofthe expressivetools used inperformance
Showsthoroughknowledge ofthe expressivetools used inperformance
Thinking/Inquiry The
student:
Analysesperformances
Analysesperformances to a verylimiteddegree.Analysis isvague andunsupported
Analysesperformancesto a limiteddegree.Analysis issupported withfew musicalexamples
Analysesperformancesto somedegree.Analysis issupported withsome musicalexamples.
Analysesperformancesto aconsiderabledegree.Analysis is wellsupported withseveral musicalexamples
Analysesperformancesthoroughly.Analysis issupported withnumerousthoughtfulmusicalexamples.
Analyses impactof ownperformance andidentifies ways toimprove it.
Very limitedevidences ofcritical self-analysis
Limitedevidence ofcritical self-analysis
Some evidenceof critical self-analysis
Considerableevidence ofcritical self-analysis
Exceptionalevidence ofcritical self-analysis
Communication The
student:
Use of musicallanguage
Shows verylimitedcommand ofmusicalvocabulary
Shows limitedcommand ofmusicalvocabulary
Shows somecommand ofmusicalvocabulary
Showsconsiderablecommand ofmusicalvocabulary
Showsextensivecommand ofmusicalvocabulary
Communicateswith clarity andpurpose; usesconventions of
spelling andgrammar
Very limitedclarity andpurpose withmany errors
in spellingand /orgrammar
Limited clarityand purposewith manyerrors in
spelling and /orgrammar
Some clarityand purposewith someerrors in
spelling and /orgrammar
Considerableclarity andpurpose withfew errors in
spelling and /orgrammar
Limited clarityand purposewith almost noerrors in
spelling and /orgrammar
Application The
student:
PerformsExpressively
Demonstrates very littleexpressivityinperformance
Demonstrateslittleexpressivity inperformance
Demonstratessomeexpressivity inperformance
Demonstratesconsiderableexpressivity inperformance
Demonstratesexceptionalexpressivity inperformance.
8/7/2019 The Passion in Performance Project
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Performsaccurately
(pitch, rhythm ,articulation,phrasing, tone)
Demonstrates verylimitedevidence oftechnicalskill
Demonstrateslimitedevidence oftechnical skill
Demonstratessome evidenceof technicalskill
Demonstratesconsiderableevidence oftechnical skill
Demonstratesexceptionalevidence oftechnical skill