MusM Music (Performance Studies) / Course details

In this course unit students work collaboratively to devise and deliver a performance project, either as a public performance in an ensemble of 2-8 musicians, or as part of a community music workshop in a placement within the city. Alternatively, they may opt to work closely with a composer to develop and perform a new piece of work.

Once options have been chosen, preparations begin in the Autumn, with teaching scheduled from late Semester 1 and throughout Semester 2. Students work collectively to develop self-directed organisational and professional skills, supported by specialist coaching, group seminars, supervision, and peer feedback, and benefit from the opportunity to attend regular workshops and masterclasses with invited guest musicians from across different areas of the music industry. 

• Demonstrate an ability to work collectively and self-sufficiently in planning, organising, and delivering a performance project  
• Present a collaborative performance or community project at or approaching professional levels of skill and public engagement.   

A Performance Project is to be devised in collaboration with the academic supervisor. Indicative projects may include:  

• Collaborative performance (2-8 performers)  
• Community music leadership  
• Composer collaboration  
• A negotiated option

Students must not perform repertoire on which they have been assessed in terms of performance elsewhere during  the course. 
 

• Show an effective understanding of the relevant collective working practices, with an appropriate level of commitment and respect.  
• Balance due considerations of programme design, effective and timely preparation, stage management, professional stagecraft, and presentation.  
   

• Demonstrate a critical awareness of a range of performing approaches and strategies
• Show an awareness of adapting to a variety of leadership and supportive roles in working as an ensemble  
• Perform with a professional level of absorption in musical materials, and in the sounding and shaping of a live performance.  
   

• Demonstrate advanced levels of embodied technique on their chosen instrument or voice, with acute and sensitive levels of listening, artistry, and musicianship.
• Articulate and effectively summarise the processes of planning, developing, and delivering a long-term project, in writing or verbally.  

• Collective decision-making, negotiation skills, and adaptability  
• Project management skills  
• Event management, public engagement, and community building 

RE-SIT ASSESSMENT 

Oral tutor and peer feedback - Formative

Written feedback - Summative

Aszodi, J. A brief proposition for orienting collaborative acts (June 2021), <https://www.10statements.com/portfolio_page/jessica-aszodi/>.

Bartleet, Brydie-Leigh, and Lee Higgins (eds.), The Oxford Handbook of Community Music (Oxford University Press, 2018).  

Booth, Eric, The Music Teaching Artist’s Bible: Becoming a Virtuoso Educator (Oxford: Oxford University Press, 2009).

Keller, Peter E., Giacomo Novembre, and Janeen Loehr, ‘Musical ensemble performance: representing self, other and joint action outcomes’,in S. S. Obhi & E. S. Cross (Eds.), Shared representations: Sensorimotor foundations of social life (Cambridge University Press, 2016): 280-310.

McCaleb, J. Murphy, Embodied knowledge in ensemble performance (Routledge, 2017).