PERFORMANCE 3A - 2024/5

Module Overview

The purpose of this module is to develop knowledge and understanding of the main methodologies in applied performance research, advance individual learning/preparation skills in the context of your instrument/voice, and develop performing experience. You will also develop practical skills in co-ordination of performance/event management. Your writing skills will be expanded to include reflective writing that connects your reviews of performances put on by the Department with your own development as a musician. The module builds resilience, as you reflect on your work as performers, ensemble members and managers at Departmental concerts; identifying what went well and what could be improved. The creative skills you learn will also contribute to your learning in other modules and the reviewing skills will broaden your knowledge of repertoire. The module is delivered through a series of lectures and seminars, in which all ranges of music will be represented, as well as different historical and research aspects of performance practices. Performance opportunities in seminars and lunchtime recitals will help to develop confidence in performance. Seminars may include invited speakers representing a range of sectors within the music industry. The Department hosts concerts by students as well as, occasionally, by visiting artists; students learn to appreciate the qualities of public performance first hand by attending concerts and writing reviews. 

Module provider

Music and Media

Module Leader

MCGRATH John (Music & Med)

Number of Credits: 15

ECTS Credits: 7.5

Framework: FHEQ Level 6

Module cap (Maximum number of students): N/A

Module Availability

Semester 1

Prerequisites / Co-requisites

Pre-requisite for conductors: a mark averaging at least 60% in the conducting assessment of MUS2049 Performance 2A and MUS2050 Performance 2B and the permission of the Module Leader. Students taking this option would normally have done both of these re-requisite modules. Students wishing to take this module without taking MUS3065 Performance 3A and who intend taking the conducting options are strongly urged to attend conducting classes in semester 1 as non-participants.

Module content

Indicative content includes:

• Learning and preparing new repertoire


• Performing that repertoire in seminars, concerts and workshops


• Learning new technical skills appropriate to you and consolidating previously learned skills


• Learning about research in performance, and how to apply it


• Learning about various research sources in creative exploration of the performative materials


• Making studio recordings if appropriate


• Developing a wide range of effective independent learning skills


• Gaining further skills in event management by co-ordinating small teams of students in such duties


• Learning and performing repertoire for choir, chamber choir, orchestra or a substitute ensemble


• Reflecting on the experiences of your practical work / management


• Acquiring the reflective skills needed to make links between music you have reviewed in the Department and your own development as a performer


• Learning how to contextualise your recital in an effective programme note

Assessment pattern

Alternative Assessment

Conducting only (if taken) replaced with written coursework of 2500 words. Conducting assessment (if taken jointly with performance) replaced with written coursework of 1500 words. Individual items in Online Folio replaced with written work up to 2500 words (for the whole folio).

Assessment Strategy

The assessment strategy is designed to allow students to demonstrate the level of musicianship they have acquired by the conclusion of the module. Assessment is focused heavily around practical music-making activities. Students will have the opportunity to demonstrate:

• a high level of technical and musical competence in performance, informed interpretation (classical) / an example of original music or innovative arrangement (pop) (LO1-3, 5)


• a high level of experience in an ensemble including aural skills development (LO4) 


• an ability to function responsibly and professionally leading a small team in event management (LO4)


• an ability to think critically and to reflect on their practical work (LO3, 6)


• an ability to review and reflect on performances attended by visiting artists and how these have contributed to your own development as a musician (LO6)

Not all performing is directly assessed; for example, students’ contribution to ensemble music-making is assessed via reporting on their activity and gathering suitable evidence of their participation; concert management is assessed in the same way. The written work on the module is, therefore, always focused on describing and reflecting upon an activity that students have taken part in and documented; this approach assesses knowledge and reflective skills, as well as students’ ability to accurately and appropriately explain how something was done.

Thus, the summative assessment for this module consists of:

• a performance in public playing repertoire as a soloist or an accompanist or an ensemble member for 12-15 minutes (LO1-5) with a compulsory programme note outlining what you consider to be the most important interpretative features of your programme. NB If offering group performance as an ensemble each player will receive the same mark. Pop performers should include at least original piece or innovative arrangement


• OR (for conducting students) a 7-8 minute public performance as a soloist, accompanist or ensemble member AND a further 7-8 minute public performance as a conductor (LO1-5) with a compulsory programme note outlining what you consider to be the most important interpretative features of your recital/s


• an online portfolio of reflective reviews, management and ensemble reports 2500 words in total (LO6)

Formative assessment 

• weekly contribution to a departmental or substitute ensemble (LO4-5)


• event management duties (LO4)

• you are encouraged to give at least one performance on your main study instrument in a concert or workshop before your assessment (every student allocated a lunchtime recital by module leader)


• rehearsals and discussion with staff and peers (timetabled feedback sessions after lunchtime recitals)

Feedback is provided by

• module leader


• instrumental/vocal tutors


• staff and peers (lunchtime concert feedback sessions)

Module aims

• Develop a range of advanced skills and techniques appropriate to your instrument/voice or conducting: i) practicing and performance strategies; ii) self-confidence through thorough preparation
• Develop your skills and perceptions as a solo and/or ensemble performer: i) awareness while performing; ii) communicating with your audience; iii) coping with performance anxiety
• Further extend your aural skills
• Develop critical listening skills
• Increase your knowledge of repertoire and original/innovative arrangement
• Encourage reflective learning
• Develop good practice in event management to enable you to co-ordinate a small team effectively
• Review events attended and reflect on how these may inform your own approach to performance
• Develop knowledge of different performance practices in all types of music
• Develop knowledge and practical understanding of the main methodologies and sources that can be used in performance, such as identification and evaluation of a range of source materials
• Develop your ability to contextualise your recital in an effecitve programme note

Learning outcomes

Methods of Teaching / Learning

The learning and teaching strategy is designed to:

• develop and consolidate your instrumental / vocal / conducting skills


• develop your awareness of a full range of professional activities (e.g. making recordings, giving concerts, concert management)


• develop your awareness of performance practices


• develop your live performance strategies


• develop your understanding of research in performance, and writing about performance practices


• develop your aural and listening skills


• develop and consolidate your ensemble skills


• develop and consolidate your independent learning skills


• develop and consolidate your reviewing combining them with reflective skills


• develop the ability to contextualise your performance

The learning and teaching methods include

• Lectures and seminars


• one-to-one lessons on your instrument/voice


• individual practice and coaching (as agreed with your instrumental/vocal tutor)


• private study as required


• observation of rehearsals and concerts given by peers, providing peer feedback and learning from your peers


• learning from professional musicians by attending ‘Music Professional Practice’ careers-focused sessions, attending rehearsals and concerts put on by student ensembles and visitors to the Department


• rehearsing with choir, chamber choice, orchestra or a substitute ensemble


• masterclasses 


• conducting classes (for conductors only)


• private listening related to your instrumental studies


• class sessions on reflective practice and reviewing


• use of the University’s VLE ‘SurreyLearn’ to host lecture content and additional resources to support students in becoming independent learners.

Indicated Lecture Hours (which may also include seminars, tutorials, workshops and other contact time) are approximate and may include in-class tests where one or more of these are an assessment on the module. In-class tests are scheduled/organised separately to taught content and will be published on to student personal timetables, where they apply to taken modules, as soon as they are finalised by central administration. This will usually be after the initial publication of the teaching timetable for the relevant semester.

Reading list

https://readinglists.surrey.ac.uk
Upon accessing the reading list, please search for the module using the module code: MUS3065

Other information

The Department of Music and Media is committed to developing graduates with attributes encompassing employability, digital skills, global and culture awareness, sustainability as it relates to music and the wider arts and, finally, resourcefulness and resilience.

Resourcefulness and Resilience: This module builds resourcefulness by challenging students to further their musical knowledge and techniques. Musicians have to be resilient - learning an instrument involves overcoming technical difficulties and managing the stress of performing to an audience whether of peers or the public; practising involves solving problems through informed experiment and hard work; having a productive relationship with a teacher involves being able to accept and act on constructive criticism of your playing/singing. Within the Department there are musicians of many different levels all of whom need to be aware of their own and each other’s’ strengths and weaknesses as they work together in performance.

Employability: This module also builds vital employability attributes by presenting students with many opportunities to work together as performers in a large or small ensemble and as concert managers. These experiences teach the importance of listening, of communicating effectively, of knowing when to take the initiative, of being cooperative and reliable, of being patient and tolerant of difference. Such ‘people skills’ are transferable and extremely valuable to employers in a range of jobs across many different sectors.

Global and cultural capabilities: Students on the module are required to engage with a wide range of repertoire from different musical cultures ranging from folk music, to jazz, pop and the Western classical tradition. The module encourages students to value the musical resources of different cultures and investigate ways in which they can interact to create convincing hybrids rather than viewing them as exclusive. Guest artists visiting the department to give professional practice/careers talks, masterclasses and, occasionally, performances will bring their individual cultural ‘selves’ and, when planning events, the Department endeavours to represent a broad range of musical cultures; through the teaching and learning activities on the module students have the opportunity to interact with all these visitors.

Digital capabilities: Students will access module resources online via the SurreyLearn VLE. Students will prepare an online folio via Padlet that showcases their engagement and learning over the semester. Such documentation is easily transferable to professional CVs and provides a clear resource for continuous self-reflection and improvement.

Additional Information:

We are unable to take more than a very limited number of students for the conducting options within this module in order to be able to offer suitable opportunities for practical work with ensembles. Selection of students for these options will be on the basis of assessment marks for the conducting assessment at level 5; and approval by the Director of Conducting and Module Leader.

You are required to take tuition in a single instrument/voice only, and you may not change that discipline without re-auditioning. Such re-auditions will only take place between academic years, and if you wish to re-audition you must inform the Module Leader by the end of the preceding July. The assumption is that you will continue with the same instrument, style and tutor as you were having at the preceding level.

Programmes this module appears in

Please note that the information detailed within this record is accurate at the time of publishing and may be subject to change. This record contains information for the most up to date version of the programme / module for the 2024/5 academic year.