BETHLEHEM COLLEGE
MUSIC
2012
Level TWO
Achievement Standard MUSIC 2.1
AS91270
Perform two substantial pieces of music as a
featured soloist
6 credits
Assessment: Internal
Making Music: AS91270 2.1 Perform two substantial pieces of
music as a featured soloist
Credits: 6
Achievement
Achievement with Merit
Perform two substantial
pieces of music as a featured
soloist
Perform two substantial
pieces of music effectively as
a featured soloist
Achievement with
Excellence
Perform two substantial
pieces of music convincingly
as a featured soloist.
Student instructions
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 activity requires you to perform before an audience two substantial
pieces of music on your chosen solo instrument as a featured soloist.
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
The first performance evening is intended to be an opportunity for you to
perform 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. You may perform
just one piece at the first performance evening. You should aim to perform two
pieces at the other two evenings. This will encourage you to develop your
repertoire throughout the year. You will also be developing your
understanding of what it is to become a confident and effective performer, and
your grade will be determined by your best work. There is no further
assessment opportunity or resubmission opportunity after the final
performance evening.
Preparing
Choosing your pieces
The pieces you choose must be substantial and have some significance
and/or complexity in the repertoire for the genre/instrument. It is very
important that you select them carefully and that the skills you demonstrate
reflect at least a fourth year of tuition through group lessons. Improvisation
skills will be assessed where appropriate to the musical style.
Accompaniment


If you are accompanying yourself, the assessment is holistic (you will be
assessed on your accompaniment also).
If you need an accompanist, it’s up to you to arrange this well before the
performance date. There are other accompaniment possibilities - for
example, you can be the singer with a rhythm section backing you, or you
can use a backing tape, or even play a concerto with an orchestra as long
as you are the featured soloist.
Copy of the Music
You will be required to hand in a copy of the printed music, or a professional
recording of your pieces, prior to each performance evening.
Assessment schedule: Making Music 2.1 Solo performance
AS91270
Evidence/Judgements for
Achievement
Evidence/Judgements for
Achievement with Merit
Evidence/Judgements for
Achievement with Excellence
The student performs before an
audience two
Substantial pieces of music as a
featured soloist.
The student performs effectively
before an audience two
substantial pieces of music as a
featured soloist.
Their performance:
The student performs
convincingly before an
audience two substantial pieces
of music as a featured soloist.
Their performance:

is technically secure;

is assured;

is stylistically appropriate;

is musically expressive

is confidently communicated
to the audience.

demonstrates interpretive
understanding.
The student enters the
performing area, acknowledges
the audience, performs the two
pieces of music and
communicates their intent to the
audience, acknowledges the
audience, and leaves the
performing area.The student
performs the pieces with minor
hesitation and errors, but
completes the performance.
The student gives attention to
dynamics and articulations and
demonstrates an understanding
of phrasing. There may some
inconsistencies, irregularities, or
misunderstandings of the
musical and stylistic intent.
Body language and posture for
that instrument and genre is
mostly appropriate, but not yet
fully at ease.
The student enters the
performing area, confidently
acknowledges the audience,
confidently performs the two
pieces of music in a stylistically
appropriate manner with
technical security,
acknowledges the audience,
and leaves the performing area.
The student performs the
pieces with technical security,
and any minor errors or
hesitations do not mar the
performance. It is apparent that
the student has given attention
to the stylistic nature of the
music, including dynamics,
articulation, phrasing, and line.
The student looks confident and
calm, well prepared, and
demonstrates the body
language and posture
appropriate for their instrument
and genre of music.
For example:
The student enters the
performing area, acknowledges
the audience, performs the two
pieces of music with assurance,
musical expression, and
interpretive understanding,
acknowledges the audience,
and leaves the performing area.
The student fluently performs
their pieces. Errors are few and
do not mar the effectiveness of
the performance. The student
performs with assurance in their
ability to communicate the
music and is absorbed in their
music making. The playing is
musically expressive with a
mature understanding of its
stylistic nature, as dynamics,
articulation, phrasing, and line
are thoughtful and musically
executed.
Final grades will be decided using professional judgement based on a holistic examination of
the evidence provided against the criteria in the Achievement Standard.