Ensemble Performance Progress Tracker

LO: To prepare, rehearse and perform a LO: To evaluate and identify your
piece of music as an ensemble strengths and weaknesses as an
performer. ensemble performer.

Groups:

Before you can begin to rehearse you need to think carefully about what song you are going to perform and who you
are going to perform it with.

Remember there are rules:

□ You CANNOT sing in unison at all during the performance; this means you cannot double up vocal parts.
□ If you are singing, you MUST use harmony.
□ If you are playing piano you can perform a piano DUET; this counts as an ensemble performance.
□ If you cannot sing in harmony then perform a song as a solo performer WITH A BACKING BAND!
□ If singing with a backing band you will need to sing with at least two instruments

I am going to . . .

Preparation:

Before you can begin to rehearse you also need to think about which songs you can choose to perform. Before you
can perform your chosen song it MUST have a notated score that can be printed out.

You should choose two or three song choices and then narrow them down to one. Practice them and show them to
your peers/teachers. You will need to have your song agreed with your teacher before you can begin officially
rehearsing it! 

SONG 1:

SONG 2:

SONG 3:

Final song choice:

What is your final song choice and why?

Student’s signature: Teacher’s signature:

 Sense of Ensemble
LO: To prepare, rehearse and perform a LO: To evaluate and identify your
piece of music as an ensemble strengths and weaknesses as an
performer. ensemble performer.

One of the things that you need to consider is your SENSE OF ENSEMBLE. This means that you need to respond
appropriately to the people in your group to make sure that if they make a mistake, you do not let in influence
YOUR role in the performance.

You should also consider the dynamics of your song and how loud or quiet your part should be in the different
sections of the song/piece.

Interpretation:

You need to think about how you are going to interpret your song and how you will communicate your
performance to the examiner. Remember, you need to sound confident!

How are you going to interpret your song and demonstrate a confident and well rehearsed performance?

What challenges do you think your song will present? Explain why.

□ It could be too difficult for me

□ I may not know what notes to play and how to play them
□ I might get stuck on a certain section of my song
□ I may not know how to project when performing
□ I may not be very confident with my performance
□ I might not know how to use dynamics effectively
□ I might lose my concentration when rehearsing
□ I might not know how to improve my performance
□ I might not know how to ask other people in my class for feedback
LO: To prepare, rehearse and perform a LO: To evaluate and identify your strengths and
piece of music as an ensemble weaknesses as an ensemble performer.
performer.

Grades 7-9
Accuracy Technical Control Expression &
(10-12) (10-12) Interpretation
(10-12)
An accurate Secure An expressive
performance, vocal/instrumental performance in keeping
secure in terms of technique with the chosen style
rhythm and/or and intonation (where Effective communication
pitch appropriate) sustaining audience
throughout the whole interest throughout the
performance performance

An appropriate Secure control of sonority Effective rapport with

tempo is sustained (tone) with other performers,
throughout, the use of contrast fully where appropriate,
resulting in a fluent appropriate to the music resulting in a
performance balanced performance

All performance The performance is well- Effective balance between

directions are projected for the entirety live and
followed of the performance pre-recorded tracks,
appropriately where appropriate
throughout the
performance
LO: To prepare, rehearse and perform a LO: To evaluate and identify your strengths and
piece of music as an ensemble weaknesses as an ensemble performer.
performer.

Grades 5-6
Accuracy Technical Control Expression &
(7-9) (7-9) Interpretation
(7-9)
The performance is Generally reliable A generally expressive
generally accurate in vocal/ instrumental performance mainly in
terms of rhythm and/or technique and keeping with the chosen
pitch, however, there intonation (where style
are occasional slips appropriate)
throughout the
performance

An appropriate tempo is Generally secure Competent

generally maintained control of sonority communication sustaining
throughout, however (tone) with the use of audience interest
the fluency of contrast mainly throughout most of the
performance is appropriate to the performance
compromised music
occasionally

Most performance The performance is Generally effective rapport

directions are followed generally well with other performers,
appropriately in the projected where appropriate,
performance resulting in a mostly
balanced performance
Strong balance between
live and pre-recorded
LO: To prepare, rehearse and perform a LO: To evaluate and identify your strengths and weaknesses
piece of music as an ensemble as an ensemble performer.
performer.

Grades 3-4
Accuracy Technical Control Expression &
(4-6) (4-6) Interpretation
(4-6)
A less secure Inconsistent An inconsistent
performance in terms vocal/instrumental performance which is not
of rhythm and/or pitch technique and always in keeping with
with frequent intonation (where the chosen style
inaccuracies appropriate)
throughout the Inconsistent
performance communication with the
audience

Irregularities in tempo, Inconsistent control of Some sense of rapport

which compromise the sonority (tone) with and balance between
fluency, occur more some contrast where parts where other
frequently needed in the music performers are present

Performance directions The performance has Some effective balance

are followed inconsistent projection between live and pre-
inconsistently recorded tracks, where
throughout the appropriate
performance
LO: To prepare, rehearse and perform a LO: To evaluate and identify your strengths and weaknesses
piece of music as an ensemble as an ensemble performer.
performer.

Grades 1-2
Accuracy Technical Control Expression &
(1-3) (1-3) Interpretation
(1-3)
Inaccuracies in rhythm Limited A limited performance
and/or pitch occur vocal/instrumental with little or no
throughout technique and understanding of the
intonation (where chosen style
appropriate)
throughout the Limited communication
performance with the audience

The performance lacks Limited control of Limited rapport where

fluency and is sonority (tone) with other performers are
compromised by little or no variety present, resulting in an
frequent hesitations where needed in the unbalanced performance
music

A limited response to The performance has Ineffective balance

performance directions limited projection between live and pre-
throughout the recorded tracks, where
performance appropriate
Convincing yourself to practice your instrument every day can be a
difficult battle to win. There are lots of other things to do that are
competing with your time, but, avoid this…Having one or two longer
practice sessions right before your next music lesson. It is very easy to
spot when you haven’t practised.

1. Get more practice done - Practice little and often. I would suggest
around 20-30 minutes per day rather than 1-2 hours right before your
next music lesson.

2. Muscle Memory - A surprising amount of musical skill comes down to

muscle memory – your brain’s ability to remember the specific, minute,
muscular movements that are required for each piece. This ability is
greatly improved with regular practice more-so than sporadic.

3. You are more likely to practice if it is part of a routine – It really is

very important to build your music practice into becoming part of your
daily routine. A suggested approach is as follows:

a. Arrive home and complete your main school homework

b. Have a short break (depending on the amount of homework you have)

c. Begin your music practice – either before or after your tea and KEEP IT
THE SAME time every day!
Date What did you do in today’s What progress have you Teacher
rehearsal? made? Feedback/Feed
forward

Date What did you do in today’s What progress have you Teacher
rehearsal? made? Feedback/Feed
forward
Date What did you do in today’s What progress have you Teacher
rehearsal? made? Feedback/Feed
forward
Date What did you do in today’s What progress have you Teacher
rehearsal? made? Feedback/Feed
forward
Date What did you do in today’s What progress have you Teacher
rehearsal? made? Feedback/Feed
forward
 Formal P2S Self-Assessment

What was good about your final performance?

□ I delivered a confident performance

□ I performed with fluency (no big unnecessary pauses)
□ I played/sang all of the correct notes
□ I did not make any mistakes
□ I made sure that I projected my performance (singers only)
□ Even though I made a mistake I carried on
□ My mistakes did not affect the overall fluency of the performance (no big unnecessary pauses)
□ I used dynamics in the correct places (I was louder and/or quieter in different sections when I need to be)
□ I performed my own take on the song
□ I practised a lot to make sure my performance was the best it could be
□ I gave my rehearsals and performance 100% of my effort

Using the assessment criteria from the front of the booklet, assess your performance
Accuracy Technical Control Expression & Interpretation
Date & Accuracy Technical Exp. & Feedback Feed forward
Group /12 Control Int. /12 (What did you hear?) (What is required to move
/12 forward?)
Names
Date & Accuracy Technical Exp. & Feedback Feed forward
Group /12 Control Int. /12 (What did you hear?) (What is required to move
/12 forward?)
Names
Date & Accuracy Technical Exp. & Feedback Feed forward
Group /12 Control Int. /12 (What did you hear?) (What is required to move
/12 forward?)
Names
Date & Accuracy Technical Exp. & Feedback Feed forward
Group /12 Control Int. /12 (What did you hear?) (What is required to move
/12 forward?)
Names
Date & Accuracy Technical Exp. & Feedback Feed forward
Group /12 Control Int. /12 (What did you hear?) (What is required to move
/12 forward?)
Names
What was good about your final performance?

o I delivered a confident performance

o I performed with fluency (no big unnecessary pauses)
o I played/sang all of the correct notes
o I did not make any mistakes
o I made sure that I projected my performance (singers only)
o Even though I made a mistake I carried on
o My mistakes did not affect the overall fluency of the performance (no big unnecessary pauses)
o I used dynamics in the correct places (I was louder and/or quieter in different sections when I need to be)
o I performed my own take on the song
o I practised a lot to make sure my performance was the best it could be
o I gave my rehearsals and performance 100% of my effort

What did you find challenging about the whole rehearsal process and the final performance?

 I found it hard to concentrate when rehearsing

 I was not sure how to improve my performance
 I did not get feedback from other members of the group to tell me how to improve
 I did not ask the teacher for help when I was stuck with my performance
 I found my song too difficult
 I did not rehearse enough
 There was a section of my song that I could not play
 I kept on getting the notes wrong
 I did not know how to overcome a section of my song
What would you improve on next time and why?

 Next time I need to focus more when rehearsing

 I need to make better use of my time by rehearsing outside of lesson time
 I need to ask other members of my class to listen to me perform more often so that I can receive appropriate
feedback
 I need to ask the teacher for more help when I get stuck
 I need to plan what I am going to do each lesson so that I get the maximum out of my rehearsal time
Using the assessment criteria from the front of the booklet, assess your
performance for P2S
Accuracy Technical Control Expression & Interpretation

Teacher Comments: Final Mark: