PERFORMANCE 3A - 2026/7

Module Overview

The purpose of this module is threefold: 1) to develop knowledge and understanding of the main methodologies in applied performance research, 2) to advance individual learning and preparation skills in the context of your instrument or voice, and 3) to cultivate performing experience. Additionally, the module focusses on 1) cultivating practical skills in performance events management; 2) development of writing skills to produce performance reviews and professional programme notes; 3) building resilience by reflecting on your work as performers, ensemble members, and managers at Departmental concerts. The creative skills you learn will also contribute to your learning in other modules, while the reviewing skills will broaden your knowledge of different types of repertoires.  The module is delivered through lectures, seminars, and individual instrumental/vocal lessons, covering a range of musical styles, historical contexts, and various research aspects of performance practices of different music types. The module leader will provide feedback on your performance in seminars and departmental concerts, which will help you develop confidence in performance. Additionally, writing concert reviews will allow you to witness high-level performances firsthand and critically evaluate their success.

Module provider

Music & Media

Module Leader

STANOVIC Inja (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 instrumentalists/singers: none. Pre-requisite for conductors: an average mark of at least 60% in the conducting assessments for MUS2049 Performance 2A and MUS2050 Performance 2B. 

Module content

Indicative content for this module includes:

• Learning about the research in performance, and how to apply it
• Learning about various research sources in creative exploration of the performative materials
• Learning and preparing new repertoire
• Performing that repertoire in seminars and concerts
• 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 effective programme notes

Assessment pattern

Alternative Assessment

Conducting only (if taken) can be replaced with written coursework of 2500 words. Conducting assessment, if taken jointly with performance, can be replaced with written coursework of 1500 words. Individual items in Online Folio can be replaced with written work up to 2500 words.

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 on 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 (popular music) (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 (LO6)
• an ability to think critically and to reflect on their practical work (LO3, 7)
• an ability to review and reflect on performances attended by visiting artists and how these have contributed to your own development as a musician (LO7)
• an ability to write effective programme notes to accompany your performance in assessment (LO7)

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 or conductor for 12-15 minutes (LO1-3, 5) with compulsory programme notes. NB If offering group performance as an ensemble each player will receive the same mark. Popular music 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 (LO1-3, 5) with compulsory programme notes.
• weekly contribution to a departmental or substitute ensemble (LO4-5)
• event management duties (LO6)
• an online portfolio of 2500 words in total comprising a series of brief reflective texts including a performance report, an outline of your contribution to an ensemble,  a report on your concert management activity, and a reflective review or two concert reviews (LO4, 6-7)

Formative assessment 

• you are encouraged to give at least one performance on your main study instrument in a concert and a seminar before your assessment (every student is 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 (lunchtime concert feedback sessions)
• accompanists
• conductors 
• peers (lunchtime concert feedback sessions)
• self-observation of recordings 
• The module lecturers and/or module leader will be happy to offer feedback on drafts of written work and online folios via email or in tutorials

Module aims

• Develop a range of advanced skills and techniques appropriate to your instrument/voice or conducting: i) practice 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 musical events attended and reflect on how these may inform your own approach to performance
• Develop knowledge of performance practices in different 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 effecitve programme notes

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 performance practices
• develop your live performance strategies
• develop your understanding of research in performance, and writing about performance practices.
• develop your awareness of a full range of professional activities (e.g. making recordings, giving concerts, concert management)
• develop your aural and listening skills
• develop and consolidate your ensemble skills
• develop and consolidate your independent learning skills
• develop and consolidate your reviewing skills
• develop and consolidate your ability to write technically and descriptively about music performance
• develop your reflective skills
• develop the ability to contextualise your performance

The learning and teaching methods include:

• weekly lectures and seminars
• one-to-one lessons on your instrument/voice
• individual practice and coaching (as agreed with our instrumental/vocal tutor)
• private study as required
• observation of rehearsals and concerts given by peers, providing peer feedback 
• attending rehearsals, masterclasses and concerts in the Department
• rehearsing with choir, chamber choice, orchestra or a substitute ensemble
• 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 transferrable, 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, popular music 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 masterclasses and 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 transferrable 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 option 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 in Year two; 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.

Additional costs: There should be no additional costs, as all instrumental lessons should be delivered in person on Campus, unless there is a compelling reason for them to take place elsewhere, for instance, on a church or cathedral organ in the case of organ tuition. The DMM cannot cover student travel costs.

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 2026/7 academic year.