What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to present one music performance to a live audience during a competition or live event. Examples include:
- Smokefree Rockquest
- Tangata Beats
- Stand Up Stand Out
- a chamber music contest
- a school concert or festival.
You may perform as a soloist, in a pair, or in a group. If you are performing as part of a pair or group, ensure it is not so large that your contribution cannot be individually identified.
The music you perform must be a piece that you have not used for assessment in school before. Your piece must be long enough for your teacher to gather evidence that shows you have the necessary skills and musicianship.
You will need to focus on your performance skills. These include:
- instrumental or vocal technical skills, and musicianship skills, that enable you to express your music fluently
- stage presentation skills appropriate to the event you are performing in and the style of music you are performing, such as:
- acknowledging your audience
- entering and exiting the performance area
- your position in the performance area, and in relation to the group
- managing equipment such as backing tracks, instruments, music stands or other technology
- appearing confident and relaxed during your performance.
Remember to be the performer from the moment you enter the stage to the moment you exit the stage.
You are going to present one music performance to a live audience during a competition or live event. Examples include:
- Smokefree Rockquest
- Tangata Beats
- Stand Up Stand Out
- a chamber music contest
- a school concert or festival.
You may perform as a soloist, in a pair, or in a group. If you are performing as part of a pair or group, ensure it is not so large that your contribution cannot be individually identified.
The music you perform must be a piece that you have not used for assessment in school before. Your piece must be long enough for your teacher to gather evidence that shows you have the necessary skills and musicianship.
You will need to focus on your performance skills. These include:
- instrumental or vocal technical skills, and musicianship skills, that enable you to express your music fluently
- stage presentation skills appropriate to the event you are performing in and the style of music you are performing, such as:
- acknowledging your audience
- entering and exiting the performance area
- your position in the performance area, and in relation to the group
- managing equipment such as backing tracks, instruments, music stands or other technology
- appearing confident and relaxed during your performance.
Remember to be the performer from the moment you enter the stage to the moment you exit the stage.
How to present your learning
- Your performance must be approximately 2-4 minutes, or as appropriate to the performance event and style of music.
- You will perform in front of a live audience at the event.
- Your performance must be video recorded. It must clearly show your stage presentation, technical, and musicianship skills.
- The recording of your performance will be your assessment submission.
- Your performance must be approximately 2-4 minutes, or as appropriate to the performance event and style of music.
- You will perform in front of a live audience at the event.
- Your performance must be video recorded. It must clearly show your stage presentation, technical, and musicianship skills.
- The recording of your performance will be your assessment submission.
Timeframe
This will be assessed at a time that is appropriate to the date of the event.
You will have checkpoints with your teacher and a classmate or peer of your choice, as arranged by you and your teacher. They will provide valuable feedback and feedforward to ensure you are ready for the performance.
This will be assessed at a time that is appropriate to the date of the event.
You will have checkpoints with your teacher and a classmate or peer of your choice, as arranged by you and your teacher. They will provide valuable feedback and feedforward to ensure you are ready for the performance.
Getting started
Ideally, you should start practising near the beginning of the school year. Plan and gather your pieces with guidance from your classroom teacher and instrumental or vocal teacher, and consider:
- whether the technical demands and expressive qualities of the music you are going to perform is appropriate for someone who started playing their instrument regularly in Year 9
- composing your pieces as soon as you can
- practising as much as you can at home or in the music department
- consistently attending rehearsals if you are performing in a duo or group
- watching past finalist performances of the competition you are entering and observing the musicianship or technical skills they have that you could apply in your own performance.
Ideally, you should start practising near the beginning of the school year. Plan and gather your pieces with guidance from your classroom teacher and instrumental or vocal teacher, and consider:
- whether the technical demands and expressive qualities of the music you are going to perform is appropriate for someone who started playing their instrument regularly in Year 9
- composing your pieces as soon as you can
- practising as much as you can at home or in the music department
- consistently attending rehearsals if you are performing in a duo or group
- watching past finalist performances of the competition you are entering and observing the musicianship or technical skills they have that you could apply in your own performance.
What to do
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
Note to teacher: This Internal Assessment Activity may be used unchanged, or can be adapted by the teacher, ensuring that all requirements of the Achievement Standard are still met. This textbox should be removed prior to sharing the activity with your students.
You are going to present one music performance to a live audience during a competition or live event. Examples include:
- Smokefree Rockquest
- Tangata Beats
- Stand Up Stand Out
- a chamber music contest
- a school concert or festival.
You may perform as a soloist, in a pair, or in a group. If you are performing as part of a pair or group, ensure it is not so large that your contribution cannot be individually identified.
The music you perform must be a piece that you have not used for assessment in school before. Your piece must be long enough for your teacher to gather evidence that shows you have the necessary skills and musicianship.
You will need to focus on your performance skills. These include:
- instrumental or vocal technical skills, and musicianship skills, that enable you to express your music fluently
- stage presentation skills appropriate to the event you are performing in and the style of music you are performing, such as:
- acknowledging your audience
- entering and exiting the performance area
- your position in the performance area, and in relation to the group
- managing equipment such as backing tracks, instruments, music stands or other technology
- appearing confident and relaxed during your performance.
Remember to be the performer from the moment you enter the stage to the moment you exit the stage.
You are going to present one music performance to a live audience during a competition or live event. Examples include:
- Smokefree Rockquest
- Tangata Beats
- Stand Up Stand Out
- a chamber music contest
- a school concert or festival.
You may perform as a soloist, in a pair, or in a group. If you are performing as part of a pair or group, ensure it is not so large that your contribution cannot be individually identified.
The music you perform must be a piece that you have not used for assessment in school before. Your piece must be long enough for your teacher to gather evidence that shows you have the necessary skills and musicianship.
You will need to focus on your performance skills. These include:
- instrumental or vocal technical skills, and musicianship skills, that enable you to express your music fluently
- stage presentation skills appropriate to the event you are performing in and the style of music you are performing, such as:
- acknowledging your audience
- entering and exiting the performance area
- your position in the performance area, and in relation to the group
- managing equipment such as backing tracks, instruments, music stands or other technology
- appearing confident and relaxed during your performance.
Remember to be the performer from the moment you enter the stage to the moment you exit the stage.
How to present your learning
- Your performance must be approximately 2-4 minutes, or as appropriate to the performance event and style of music.
- You will perform in front of a live audience at the event.
- Your performance must be video recorded. It must clearly show your stage presentation, technical, and musicianship skills.
- The recording of your performance will be your assessment submission.
- Your performance must be approximately 2-4 minutes, or as appropriate to the performance event and style of music.
- You will perform in front of a live audience at the event.
- Your performance must be video recorded. It must clearly show your stage presentation, technical, and musicianship skills.
- The recording of your performance will be your assessment submission.
Timeframe
This will be assessed at a time that is appropriate to the date of the event.
You will have checkpoints with your teacher and a classmate or peer of your choice, as arranged by you and your teacher. They will provide valuable feedback and feedforward to ensure you are ready for the performance.
This will be assessed at a time that is appropriate to the date of the event.
You will have checkpoints with your teacher and a classmate or peer of your choice, as arranged by you and your teacher. They will provide valuable feedback and feedforward to ensure you are ready for the performance.
Getting started
Ideally, you should start practising near the beginning of the school year. Plan and gather your pieces with guidance from your classroom teacher and instrumental or vocal teacher, and consider:
- whether the technical demands and expressive qualities of the music you are going to perform is appropriate for someone who started playing their instrument regularly in Year 9
- composing your pieces as soon as you can
- practising as much as you can at home or in the music department
- consistently attending rehearsals if you are performing in a duo or group
- watching past finalist performances of the competition you are entering and observing the musicianship or technical skills they have that you could apply in your own performance.
Ideally, you should start practising near the beginning of the school year. Plan and gather your pieces with guidance from your classroom teacher and instrumental or vocal teacher, and consider:
- whether the technical demands and expressive qualities of the music you are going to perform is appropriate for someone who started playing their instrument regularly in Year 9
- composing your pieces as soon as you can
- practising as much as you can at home or in the music department
- consistently attending rehearsals if you are performing in a duo or group
- watching past finalist performances of the competition you are entering and observing the musicianship or technical skills they have that you could apply in your own performance.