Demonstrate music performance skills
Demonstrate effective music performance skills
Demonstrate assured music performance skills
Demonstrate music performance skills involves:
applying stage presentation skills appropriate to a music performance context
applying appropriate technical and musicianship skills in a music performance.
Demonstrate effective music performance skills involves:
applying confident stage presentation skills appropriate to the music performance context
applying secure technical and musicianship skills in a music performance.
Demonstrate assured music performance skills involves:
applying convincing stage presentation skills appropriate to the music performance context
applying fluent technical and musicianship skills in a music performance.
Music performance skills refers to musical competencies that are necessary in order to present music to an audience, including technical proficiency on an instrument, musical shaping, and stagecraft.
Where appropriate, musical performance skills also refer to culturally grounded music performance features, such as the use of the whole body to express the music within particular Māori and Pacific music forms, or the incorporated use of taonga puoro.
A music performance refers to an occasion where music is intentionally performed for an audience.
An audience is a group of people who view a performance with the intent of listening. The number of people in an audience will vary depending on the performance style and context.
Examples include:
a class group
whānau, friends, or the wider community
a teacher.
Students may perform on any musical instrument, including voice.
Live or recorded accompaniment and digital devices or tools may be used in their performance.
The performer can present as a solo, as part of a duo, or as part of a group, as appropriate to the style, setting, and aspirations of the student. In a group performance, it is important that the students can be clearly seen and heard in order to be assessed accurately. The assessor may be present in a rehearsal and gain video or audio material to give further insight into the upcoming live performance. The assessor may also take other steps to ascertain different contributions the students are making to their group.
Students may access any materials that would support their understanding and skill development necessary for the Standard.
The performance needs to be long enough to provide evidence for assessment to take place. Two to four minutes could be appropriate, but longer or shorter lengths could be acceptable depending on the type of material being presented.