Module overview
Aims and Objectives
Learning Outcomes
Knowledge and Understanding
Having successfully completed this module, you will be able to demonstrate knowledge and understanding of:
- ways in which to prepare for a rehearsal
- the basic conducting patterns in two, three and four beats, and some asymmetrical patterns
- the gestures associated with entrances, cut-offs, and expression
- what to listen for in rehearsal
Transferable and Generic Skills
Having successfully completed this module you will be able to:
- manage a group of musicians of varying ability, so that you will be able to work with musicians ranging from professional players to schoolchildren.
- make effective use of limited time to achieve a desired result
- cope with the stress of putting together an assessed performance
Subject Specific Practical Skills
Having successfully completed this module you will be able to:
- make efficient use of limited rehearsal time
- use manual and facial gestures to help performers enter and exit, to play or sing louder or softer and with specific expression
- mark up a score for rehearsal and performance
- use a baton to indicates 2, 3, 4 and 6 beats per bar, and more complex patterns
Subject Specific Intellectual and Research Skills
Having successfully completed this module you will be able to:
- anticipate problems that are likely to arise in the performance of a work
- apply analytical technique to the score of an ensemble or vocal work
- find imaginative ways of solving problems in ensemble performance
Syllabus
Learning and Teaching
Teaching and learning methods
Type | Hours |
---|---|
Independent Study | 114 |
Teaching | 36 |
Total study time | 150 |
Resources & Reading list
Textbooks
Myer Fredman (1999). The Conductor’s Domain. Thames Publishing.
Christopher Adey (1998). Orchestral Performance. Faber.
Jean Vermeil (1996). Conversations with Boulez: Thoughts on Conducting. Amadeus Press.
Nikolaus Harnoncourt (1989). The Musical Dialogue. Amadeus Press.
Max Ruldolph (1993). The Grammar of Conducting. Schirmer.
Nicholas Kenyon (2001). Simon Rattle: From Birmingham to Berlin. Faber.
Georg Solti (1997). Solti on Solti. Chatto and Windus.
Assessment
Assessment strategy
Assessments designed to provide informal, on-module feedback in-class discussion of conducting technique videotaping of conducting sessions interaction with fellow studentsSummative
This is how we’ll formally assess what you have learned in this module.
Method | Percentage contribution |
---|---|
Assignment | 40% |
Assessment | 60% |
Referral
This is how we’ll assess you if you don’t meet the criteria to pass this module.
Method | Percentage contribution |
---|---|
Assessment | 40% |
Assessment | 60% |
Repeat
An internal repeat is where you take all of your modules again, including any you passed. An external repeat is where you only re-take the modules you failed.
Method | Percentage contribution |
---|---|
Assignment | 40% |
Assignment | 60% |
Repeat Information
Repeat type: Internal & External