UNIT 33: SOLO MUSIC PERFORMANCE SKILLS

On completion of this unit a learner should:

1 Know how to choose appropriate pieces for an extended programme of music
2 Be able to perform an extended programme of music to an audience
3 Know the processes required in preparation for the performance of an extended programme of
music.
You should prepare 3 contrasting solo audition pieces that show a varied repertoire and a high
level of technical skill. You will present them to your tutor over sessions for notes and advice before
performing them to an audience. You will be expected to produce a blog (written, video or audio)
that explains and justifies the pieces you have chosen and explains and evaluates the process of
learning these pieces, including warm up and rehearsal techniques.
ASSIGNMENT 1: CHOOSE 3 CONTRASTING SOLO AUDITION PIECES
EVIDENCE: VIDEO EVIDENCE/OBSERVATION/WORD DOCUMENT
Know how to choose appropriate pieces for an extended programme of music
Factors to be considered: balancing the programme; choosing pieces appropriate for: the venue,
the audience, performer stamina levels; technical/musical difficulty of pieces; amount of
preparation time needed before concert.
Write a blog describing how you set about looking for suitable audition pieces. Explain the reasons
for your choices and describe the challenges you will face in learning/rehearsing and performing
each piece. In addition, film yourself at various stages of rehearsal.

P1 identify appropriate and

M1 describe appropriate and

D1 justify appropriate and

contrasting pieces for an

contrasting pieces for an

contrasting pieces for an

extended programme of

extended programme of

extended programme of

music

music

music

For P1, the learner must identify appropriate and contrasting pieces. Therefore, great thought
should be given to these elements has the learner selected music in which they can cope
with the technical and musical demands of the pieces? Is the selected repertoire appropriate
for the target audience and is the programme well balanced while still having contrast?
Eg: 'For my first piece I chose to sing 'Nobody Knows the Trouble I've Seen' by the Dixie
Hummingbirds. For my second song I have chosen 'Oliver's Army' by Elvis Costello and
for my third song I have chosen to sing 'Break Free' by Ariana Grande.' [LIST OTHER
SONGS CONSIDERED]
'For the first piece I will need to make use of both falsetto and vibrato in my singing. For
the second piece I will need to focus on my breathing as the piece includes several long
sections without obvious breaks in the lines sung. For the third piece I shall be singing
near the top of my range so a thorough vocal warm up will be necessary. I believe the
audience will respond well to these pieces as they are catchy and engaging and
although they offer a contrast of musical styles I believe they will work together as a
set.'

For M1, the learners have to describe the repertoire. This should consist of a brief overview of
when and where the pieces were composed; the nature of the piece eg does it tell a story? Is it
designed to show off the technical brilliance of the performer eg as in a concerto?
Eg: 'For my first piece I chose to sing 'Nobody Knows the Trouble I've Seen' by the Dixie
Hummingbirds. This is a traditional Gospel Song dating back to the time of slavery. The
version I am using was arranged and recorded by the group in the 1950's and is fairly
slow in tempo. The lyrics are religious in nature and deal with the trials faced by people
here on earth which will eventually pass when the singer reaches heaven. The melody
of the song is repetitive and not overly complicated but has many passages that can be
adapted for use of greater vocal movement and interpretation. It also employs sections
that are sung in falsetto before sweeping down to notes in a lower range. For the first
piece I will need to make use of both falsetto and vibrato in my singing.'
'For my second song I have chosen 'Oliver's Army' by Elvis Costello. This is a midtempo song in a 'New-Wave' style first recorded in 1979. The lyrics are obscure in
meaning but are supposedly based on Costello's feelings on seeing young soldiers in
Belfast in 1978. The song includes several different sections (verse, bridge, chorus and
middle 8) that are distinct and provide variety. For the second piece I will need to focus
on my breathing as the piece includes several long sections without obvious breaks in
the lines sung.'
'For my third song I have chosen to sing 'Break Free' by Ariana Grande.'
The song was recorded in 2014 and has a more modern, uptempo, dance oriented feel.
Lyrically, the song is about the desire to break free from ones own insecurities and has
a positive message. The song features verse, bridge, chorus and middle 8 which
provide variety and is very rhythmical in feel. The lines in the verse are broken up with
pauses of 3 beats between each. For this third piece I shall be singing near the top of
my range so a thorough vocal warm up will be necessary.'
I believe the audience will respond well to these pieces as they are catchy and engaging
and although they offer a contrast of musical styles I believe they will work together as
a set.'
[LIST OTHER SONGS CONSIDERED]
For D1, learners should justify the inclusion of their chosen pieces in the programme ie why
have they chosen these specific pieces?
Eg: I have chosen this song because...(Style/Tempo/Technique etc)
I believe that the songs work well together because...
I believe the audience will respond well to them because...

ASSIGNMENT 2: PERFORM 3 CONTRASTING SOLO AUDITION PIECES TO AN AUDIENCE

EVIDENCE: VIDEO EVIDENCE/OBSERVATION
Performance will take place in the venue in front of small groups of your peers. Prepare to give a
short introduction to each of your pieces.
Elements of musicianship necessary include: accuracy of rhythm, pitch and intonation; expression;
interpretation appropriate to the genre/style of the music; confidence.
Musical communication with audience is also important.
Singers! How will you find the key you are singing in if unaccompanied???

P2 perform (as a soloist) an

M2 perform (as a soloist) an

D2 perform (as a soloist) an

extended programme

extended programme

extended programme

of music to an audience,

of music to an audience,

of music to an audience,

demonstrating some

demonstrating a high level of

demonstrating a high level of

elements of good

musicianship

musicianship throughout

musicianship

To gain P2, the learner must perform accurately showing some sense of musical style eg the
performance is in keeping with the conventions of the particular style of music.
For a M2, in addition to the Pass criteria, the learner must
demonstrate musical communication with the audience eg were the members of the audience
attentive and engaged with the performance?
In addition, for D2, the learner must show musical expression and a clear(and appropriate) sense
of style.

ASSIGNMENT 3: DESCRIBE THE REHEARSAL PROCCESS FOR THE 3 SOLO PIECES AND
DESCRIBE HOW SUCCESSFUL THE REHEARSAL AND PERFORMANCE OF THESE SONGS
WAS.
EVIDENCE: VIDEO EVIDENCE/WORD DOCUMENT
Write a blog describing how you approached rehearsing your three pieces and evaluate the ways
in which you were successful at rising to the challenges both during rehearsal and performance.
Know the processes required in preparation for the performance of an extended
programme of music
Technical preparations: warm-up techniques, scales, arpeggios, other technical exercises to
improve tone and technique relevant to the instrument or voice; formulate effective practise
routines; pieces for performance thoroughly rehearsed and learnt
Physical preparation: eg relaxation and/or breathing exercises as appropriate, concentration
techniques, exercises to control nerves, preparatory performances at the venue and in front of an
audience.
Other preparations: instrument (where applicable) is in working order and in-tune eg new strings,
serviceable reeds/mouth pieces, correct beaters, voice is warmed up.

P3 describe the processes

M3 explain the processes

D3 evaluate the processes

implemented in preparation

implemented in preparation

implemented in preparation

for the performance of an

for the performance of an

for the performance of an

extended programme of

extended programme of

extended programme of

music.

music.

music.

To satisfy P3, the learner should describe the processes that they implemented in preparation for
their programme of music. They should describe what they did.
Eg 'I practised singing a song that was near the top of my vocal range followed immediately
by a song that was lower in my range.'
For M3, the learner should explain why they used the particular processes involved in their
preparations.
Eg 'I practised singing a song that was near the top of my vocal range followed immediately
by a song that was fairly low in my range. I did this because I want to use the opportunity of
singing three contrasting pieces to show off my full vocal range to an audience. This will
also provide added variety to the audiences listening experience.'
For D3, the learner should assess the relative success or otherwise of the preparatory process.
Eg 'I practised singing a song that was near the top of my vocal range followed immediately
by a song that was fairly low in my range. I did this because I want to use the opportunity of
singing three contrasting pieces to show off my full vocal range to an audience. This will
also provide added variety to the audiences listening experience.
I believe that the contrast in pitch between the first and second song sounds effective but it
is challenging starting with the higher pitched song when my voice has not fully warmed
up. I found that by swapping the order round I was more comfortable, after warming up with
the lower, more comfortable vocal line I felt much readier to start the higher, more stressful
piece. I therefore achieve the variety I am looking for but in a way that is comfortable for me
to perform, meaning the performance will be more successful.'