MA Performance:
A Portfolio of Skills
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From practice room:
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To stage?
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Orchestra jobs?
How many are there in the UK right now?
0
Source: http://www.abo.org.uk/jobs/current-vacancies.aspx
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What about employability?
• Skills
• Belief
• Experience
Attitudes Interpretations Responses
‘Unwavering belief that their personal
potential is unlimited and unknown.’
Charlie Reeve https://www.youtube.com/watch?v=6mw9YRNj0I4
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Musicians are employable
2013 Guardian article
• Up to 50% employed in ‘other disciplines’
…we don’t want that.
...we want to STAY in music.
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Graduate Destinations:
Freelance Performers
Studio Musician
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Teachers
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Musicians wear many hats
-from the 1938 book Caps for Sale, illustration by Esphyr Slobodkina
The course
1. Portfolio experience
• Portfolio offering informed criticism of at least
three concert performances by professionals
working in a relevant field, accompanied by
evidence of a broad range of supporting
research (7,000 word equivalent)
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Assessment criteria:
• Demonstrate awareness of the needs of the listener in
describing musical performance and communication;
• Present an articulate and coherent analysis of
interview and other research materials;
• Provide evidence of currency within a relevant
specialist area;
• Achieve a good standard of presentation and written
style
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2. Lecture recital
• A 20 minute lecture-recital (7,000 word
equivalent).
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Lecture recital starters…
And presentations:
Assessment criteria:
• Active engagement with the needs of the
listener in presenting lecture material;
• expressive,
stylistically
coherent
technically secure performance;
and
• appropriate and imaginative programming;
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3. Repertoire exercise
• Essay OR Portfolio Video, + Viva
• Essay (5,000 words, 71.5%)/or performance portfolio (5,000
word equivalent 71.5%) with viva voce examination (2,000
word 28.5% equivalent).
• Students are made aware that a performance portfolio is
akin to an essay; that is, that they are presenting and
developing an "argument", or a "case for consideration",
meaning that they will be creating a group of performances
which will make a point or work through a perspective in a
coherent manner;
– That the portfolio, if chosen, is presented as a video file (format
to be agreed with the tutor) and made available to the External
Examiner for review along with any essays chosen by other
students.
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Essay option:
• Fluently discuss/demonstrate musical structure, style and
form
• demonstrate confident familiarity with musical works and
performers under discussion
• provide evidence of substantial wider reading and listening
• show engagement with current critical sources relevant to
the material chosen
• in written work: make skilful use of relevant musical and
musicological quotation
• produce a high standard of presentation and/or a confident
written style
• produce comprehensive footnotes and bibliography where
appropriate
Twitter: @laura_ritchie
Portfolio (video performance) option:
• Demonstrate confident understanding of the form and style of musical
works presented
• Provide evidence of a mature and communicative approach to
performance
• Show engagement with a central performance practice theme that unifies
the portfolio, drawing upon current performance practice within the
discipline
• Produce a high standard of presentation and performance
• Demonstrate appropriate methods of presentation and interaction for the
genre presented, including a programme and /or programme notes where
appropriate
• Example: From Study to Performance
(beginning and 5:30-6:60)
Viva Voce:
• Comprehensive understanding of techniques
applicable to their own research or
performance
• Explanation and critique of methodologies
used by performers, and, where appropriate,
to propose new hypotheses for improved
performance practice
4. Written exercise
(Performance practice)
• Essay (5,000 words) with viva
examination (2,000 word equivalent).
voce
Twitter: @laura_ritchie
Assessment criteria:
• provide evidence of substantial wider reading and listening
• show engagement with current critical sources relevant to
the material chosen
• make skilful use of relevant musical illustration
• produce a high standard of presentation and a confident
written style
• produce comprehensive footnotes and bibliography
Twitter: @laura_ritchie
5. & 6. Recital
• A programme (14000 word equivalent)
consisting of work(s) selected for performance
by the student, in consultation with their
instrumental or vocal teacher and the module
coordinator. Most performances will be 35-45
minutes long but more detailed guidance on
wordage equivalents will be dependent on
items chosen for inclusion and their level of
expressive, interpretive and technical
challenge.
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Assessment criteria:
• Convincingly articulate relevant musical style
• Demonstrate a fluent level of technical and
expressive skill
• Display a confident awareness of relevant
performance practice
• Produce a professional presentation with (where
appropriate) supporting programme notes
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What do they learn?
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To listen
To think
To communicate
To perform
To write
To use technology
To record
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To criticise
Physical gesture
Vocal delivery
To research
Time management
To plan
To play
Our graduate carve careers in music:
Ben Lathbury Head of Music
Chichester Free School, pianist, choirmaster
André Nascimento: Choral conductor,
teacher, performer, vocal coach Brazil
Penelope Appleyard
http://www.penelopeappleyard.co.uk/
Catherine Crisp: PhD Royal College of Music,
Lecturer, visiting clarinet teacher, performer
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Roozbeh Golpaygani: for equality in performance
Thank you!
Dr. Laura Ritchie
www.lauraritchie.com