Perform to others with increasing awareness and assurance, communicating the character of the music and their musical intentions to the audience
Organise opportunities for performance with others of a similar standard at various occasions and venues.
To promote self-confidence, help learners to develop their own library of repertoire pieces, i.e. pieces which once learned and performed can be repeated.
Ask learners to perform, over time, pieces from a variety of styles.
Ensure that learners perform music from different styles and genres so that confidence and experience can be developed across a range of repertoire.
Prepare learners so that they are able to perform with fluency, expression and understanding.
Encourage learners to perform some or all of their pieces from memory where this will enhance confidence, musical awareness and communication.
Encourage learners to retain pieces that they can perform at short notice, i.e. to build up an internalised music library.
Make sure that learners know where and how to stand or sit to perform. If notation is used, check the position and height of stands.
Ensure that learners know how to respond to applause and walk on and off stage.
Refine pieces through simulated performances in lessons, during performances at school and as part of concerts to the wider community.
Aim to stimulate creative thinking when preparing for performance. Encourage learners to consider different ways of communicating the character of the music.
It should be remembered that people respond differently to the idea of performing. It is important to look out for signs of performance anxiety and support learners in developing strategies to address this. Learners should be encouraged to have a sense of anticipation and enjoyment about performing.
Explore the progression of this Learning Objective