The Ensemble performance
The Music Medal assessment begins with the Ensemble component, which is designed to help candidates develop the vital skills of leading the group, counting in, giving
appropriate cues, listening, balancing and blending.
Preparation
While preparing your Ensemble group, creating a relaxed atmosphere in which pupils can produce their best is vital, as is producing a ‘performance’ environment in which the anticipation and excitement of the pupils can be channelled into their playing.
Positioning the players is of great importance. Often it is advantageous to have pupils face each other, as this allows them to exchange clear visual clues. There will not be good communication between individual players if they are all standing in a straight line, unable to see each other!
Tuning-up should take place before the Medal is recorded and not during the assessment itself, unless essential. This ensures that there is no undue waiting time between sections which would slow down the moderation process.
Always bear in mind the guidelines and recommendations set out in the Guide to video recording, including the requirement that the candidate is positioned to the left of the screen.
The performance
The Teacher-Assessor should begin the video recording and ensure that verbal introductions are made before allowing pupils to begin the Ensemble performance.
Candidates should be encouraged where possible to lead their group during the assessment, gaining confidence by making eye contact with their peers and using gesture to communicate musical intentions. Developing this kind of independence is, however, a gradual process that will vary from pupil to pupil. As a consequence you may be required to encourage and assist your pupils by bringing the group in at the start or even conducting the entire performance.
Performance notes
- All ensemble performances are to be played without the use of a piano, guitar or other harmonic accompaniment or a CD backing track.
- Repeats may be played at the discretion of the Teacher-Assessor or candidate. However, those repeats that are essential to the musical structure must be observed.
- Ornaments may be simplified or omitted – a more confident simpler version is preferable to a performance becoming unrhythmic.
- Teacher-Assessors may arrange the lines of set ensemble pieces – other than the line taken by the candidate – to suit the instruments available to them, taking into account balance, timbre and related ensemble considerations. This is to accommodate the range of combinations of instruments being taught in groups.
- Teacher-Assessors may contribute to ensemble performances by playing in a duet with the candidate at Copper and Bronze levels only, or by taking a line in a trio or quartet at any level. Information about Ensemble lines
After completing the Ensemble component of the Music Medal the candidate should begin preparation for his or her Solo performance.