2023/24 Taught Postgraduate Module Catalogue

MUSS5337M Applied Performance Studies

30 creditsClass Size: 30

Module manager: Dr Simon Baines
Email: S.G.Baines@leeds.ac.uk

Taught: Semesters 1 & 2 (Sep to Jun) View Timetable

Year running 2023/24

Pre-requisite qualifications

Students not on the MMus Performance programme who wish to be considered for this module should be experienced performers; they will be asked to provide a recording (usually via online link or fileshare) or to audition to establish whether suitable for Masters level performance.

This module is not approved as an Elective

Module summary

On this module students will identify solo, ensemble or other performance project activity complementing their repertoire interests or career goals, offering some breadth and variety in relation to activity elsewhere on their programme. Assessment of performance activity (whether in concert or otherwise) will be via a portfolio submission (60%), and planning documentation (Learning Contract) (40%)

Objectives

The module enables students to explore and demonstrate the development of identified performance skills in focused project work, which may take place in a range of scenarios. Each student’s specific project should relate to their own orientation and development. This could mean (but is not limited to): ensemble work, pedagogic studies, performance practice studies, work-based learning, work on doubling- or second instruments, adaptation/transcription/editing, creative exploration, etc. Students will be supported in developing their performance interests within wider musicological, historical, psychological, technological and cultural contexts, communicating these in a professionally-relevant manner.

Learning outcomes
On completion of this module students should be able to:

1. Deliver a portfolio of materials evidencing and discussing a specific performance project related to their repertoire interests and career aspirations.

2. Document and evaluate preparations for their performance project using appropriate supporting materials, and taking responsibility for planning and management of the project.

3. Demonstrate awareness of relevant contexts surrounding their project, whether historical, cultural, or in terms of specific performance traditions and conventions.

4. Apply appropriate self-criticism at the end of the project; document and reflect on their development as performers.

Skills outcomes
This module allows students to develop:

awareness of performance as a process and the importance of documenting and reflecting on that process;

methods of presenting their work and their performance identity;

organisation and planning skills specific to their individual performance project; and

a range of musical skills (e.g in terms of musical technique and interpretation, definition of artistic orientation, awareness of musical cultures and histories) relevant to their particular project.

Syllabus

Students will be supported by an academic supervisor, vocal/instrumental lessons as appropriate, and a series of plenary workshops.

(Indicative list of workshop sessions, generally ordered in relation to module journey and cohort make-up

Reflecting on performance; performance assessment

Working with the School’s facilities and technical support

Ensemble skills, stagecraft, planning & leading rehearsals

Building a performer’s portfolio; sources, methods and media

Writing reflectively about your performance; working with recordings to support performance decisions

Editing and presenting your recordings

Performance development research

Writing a final reflective evaluation on an individual project)

Teaching methods

Delivery type	Number	Length hours	Student hours
Instrumental/Vocal Lesson	5	1.00	5.00
Seminar	9	1.50	13.50
Tutorial	5	0.50	2.50
Private study hours			279.00
Total Contact hours			21.00
Total hours (100hr per 10 credits)			300.00

Private study

Private study and independent learning will typically comprise: instrumental/vocal work in private / in rehearsal; performance; reading relevant literature, scores, editions and online material; working with existing recordings and own recordings; organisational work related to events or creation of performance materials; preparation of written elements for submission; compilation of portfolio for submission

Opportunities for Formative Feedback

Students receive formative feedback via: tutorial meetings with academic supervisor; qualitative feedback on formative elements I and II; lessons with instrumental/vocal teacher. The Project Report element carries a mark (40%) but also has formative function in relation to the final Portfolio submission.

Methods of assessment

Coursework

Assessment type	Notes	% of formal assessment
Project	In the form of an individual Learning Contract with progress narrative (2000-2500 words plus any relevant media)	40.00
Portfolio	Collection of materials relevant and appropriate to the student’s project, to include: 1. audio/video or other media documenting performance activity 2. Artistic narrative 3. Reflective review of learning	60.00
Project	Initial statement of intent	0.00
Portfolio	Formative elements I	0.00
Portfolio	Formative elements II	0.00
Total percentage (Assessment Coursework)		100.00

The outcome normally includes rehearsals/ preparation/ lessons leading to a performance, and will include a Personal Review of Learning and other supporting evidence. An indicative word length would be 2000-3000 words, where the Personal Review supports an agreed outcome such as a performance or a written submission. Where the Personal Review is the only outcome of the Project, in the case of work-based or experiential learning, the guide length is 5000-6000 words, excluding supporting material.

Reading list

There is no reading list for this module

Last updated: 14/06/2023 16:44:31

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