Draft internal assessment resource Making Music AS91416
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Perform two programmes of music as a featured soloist
Making Music 3.1 AS 91416
Assessment: Internal
Credits: 8
Introduction
Performing as a soloist helps you develop and consolidate fundamental skills as you
develop as a musician. The only way you can become a confident performer is by
performing as much as possible. This achievement standard is a valuable part of
your musical journey!
Read this information sheet carefully and discuss anything you’re unsure about with
your classroom teacher.
Show your instrumental teacher this document too. It will be helpful for them as they
assist you in your choice of repertoire.
Task
This assessment activity requires you to perform two programmes of music as
a featured soloist - on separate occasions. You will be assessed on how
effectively and convincingly you perform.
Your programmes will include approximately 15 minutes of music altogether. One
programme may include between one and three pieces of music. If you only play one
piece in your programme, perform more than one movement of the piece, and
ensure the movements contrast well with each other.
Your choice of repertoire should show variation between styles and tempi and should
be difficult enough that it allows you to demonstrate imagination, creativity and
musicianship. Have your pieces approved by your teacher in advance to ensure that
they are suitable for this standard.
Your performances will be presented in front of an audience, and will be filmed for
assessment purposes. A written score or professional audio recording must be
submitted to your teacher before your assessment so that your accuracy can be
assessed.
You may perform accompanied or unaccompanied.
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Draft internal assessment resource Making Music AS91416
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To achieve in this standard:
Your performance must demonstrate technical, musical, and presentation skills
appropriate to the fifth year of instrumental tuition.
 Technical skills refers to techniques specific to the instrument being used for
the performance, for example, bowing, embouchure, breathing, consistency
in changing registers, playing techniques, consistency of tone. Secure
technical skills refers to appropriate techniques that are consistent
throughout the performance.
 Accuracy refers to the degree of precision as communicated from the
written score or the aural transcription, with the understanding that
performances are seldom completely accurate.
 Musicianship refers to musical awareness and understanding of the musical
style. This includes phrasing, dynamics, rhythm, articulation, feel, and
overall maturity of interpretation.
 Presentation refers to the sense of performance appropriate to the genre
and style of the music, appropriate posture and stagecraft, and, for
achievement with excellence, communication skills.
 Communication skills refers to committed rapport with the music, instrument
and audience.
Assessment Conditions
Assessment dates:
There will be three performance evenings which are intended to be friendly and
supportive occasions:
Term One:
Wednesday 18 March
Term Two:
Wednesday 10 June
Term Three: Wednesday 9 September
You are required to perform a full programme for the second and third performance
evenings. You may also perform a full programme at the first performance event, but
one piece would also be satisfactory. The first performance evening is intended to be
an opportunity for you to get performing early on, and to be given feedback that can
inform your performance practice as you work towards the next two events. All of
your performances will be videoed, and you will be given feedback each time. Your
final grade will be generated from the second and third performances
The intention is to encourage you with helpful feedback and give you confidence as
you prepare for the following two performance evenings. Level 1 and 2 students will
join you in these performance evenings, and so with everyone together, it will be a
festive celebration of developing talent. It is expected that you support your peers
and are part of the audience for the duration of the evenings.
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Draft internal assessment resource Making Music AS91416
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Like any other assessment, if you do not complete your performance at the agreed
time or if you miss it for reasons other than illness or bereavement, you will receive a
not-achieved grade. Extensions cannot be granted for performance assessments. If
you have a prior and unchangeable booking on any of the three performance
evening dates above, you must discuss this with Mrs Graham within a week of
receiving this notice.
Accompaniment of your solo: If you are accompanying yourself as you perform, then
the assessment is holistic. (You will be assessed on your accompaniment also.) If
you require an accompanist it is your responsibility to arrange this well in advance of
the performance date. The school cannot accept responsibility if your accompanist
fails to attend your performance on time, this is a private arrangement between you
and them.
Copy of your music: You will need to hand a named manila folder and copies of each
piece of music or aural transcription that you are playing for your performance to Mrs
Graham well in advance of the performance.
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Draft internal assessment resource Making Music AS91416
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Assessment schedule:
Achievement
Perform two
programmes of music as
a featured soloist
Achievement with Merit
Perform two
programmes of music
effectively as a featured
soloist
Achievement with
Excellence
Perform two
programmes of music
convincingly as a
featured soloist
Evidence/Judgements
for Achievement
Evidence/Judgements
for Achievement with
Merit
Evidence/Judgements
for Achievement with
Excellence
The student has
performed two
programmes of music as a
featured soloist.
To do this, they have:
 Demonstrated technical
skills and a level of
musicianship
appropriate to a fifth
year of study through
group itinerant lessons
Eg: a drum student shows
they can perform with
consistency. Repeated
rhythms are the same
each time and some
changes in dynamics are
audible. The student is
able to negotiate fills
without disrupting the beat
 Performed with some
understanding of
phrasing and intonation
and performed all
performance directions
Eg. A brass student
breathes between phrases
thoughout their
performance. They start in
tune and maintain this for
most of the performance.
They demonstrate a range
of different articulations,
as are indicated in the
The student has
performed two
programmes of music
effectively as a featured
soloist.
To do this, they have:
 Demonstrated
consistent technical
skills and secure
musicianship
Eg: a drum student
performs with confident
consistency. They
demonstrate a few
different rhythms, and
each repetition of the
same rhythm is exactly the
same. There is a marked
difference between
contrasting dynamic
sections, as indicated by
the original material. The
student plays fills easily,
incorporating them into the
flow of the music
 Performed with a sense
of style throughout their
performance and
appropriately
communicated the
composer’s intention
Eg: a brass student
breathes between phrases
The student has
performed two
programmes of music
convincingly as a featured
soloist.
To do this, they have:
 Demonstrated
convincing technical
skills and musicianship,
allowing for freedom of
expression
Eg: a drum student
performs with precision
but not stiffness. They
perform a range of
different rhythms with
ease and interpret the
music to include their own
dynamics, which subtly
enhance the music. They
incorporate fills and
ornaments at appropriate
times and work these
seamlessly into the piece.
 Engaged the audience
throughout the
performance and shown
confidence in their stage
presence and command
of their performance
through their posture
and stage manner
The student exudes
confidence, from the
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original material.
 Presented themselves
with some confidence
and show a clear
understanding of
performance etiquette.
Eg: the student introduces
themselves clearly and
knows the title and
composer of their pieces.
They have reasonable
posture apprioriate to their
instrument. They
acknowledge applause at
the end of their
performance in an
appropriate manner.
and uses dynamics to
further emphasize the
phrases in the music.
They use a range of
articulations to
communicate the
intentions of contrasting
genres or styles of music.
They are generally in tune
throughout the
performance.
 Engaged the audience
in their performance and
shown confidence as a
performer
Eg: The student
introduces themselves and
their pieces with
confidence. They have
good posture and appear
self-assured in their ability
as a performer. They
make some attempt during
the performance to
engage the audience, and
acknowledge applause at
the end of their
performance in an
appropriate manner.
moment they set foot on
stage to the time they
leave the stage. They
introduce themselves and
their pieces with ease and
have good posture
throughout their
performance. They hold
the attention of the
audience throughout the
performance. They
acknowledge applause
with grace at the end of
each piece and at the
conclusion of the
performance.
Final grades will be decided using professional judgement based on a holistic
examination of the evidence provided against the criteria in the Achievement
Standard.
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