Perform to others with a sense of occasion, e.g. in a concert, school assembly, examination, projecting the character of the music and acknowledging audience applause
Organise opportunities for performances with others of a similar standard in lessons, and occasionally for parents/carers, relatives and friends.
Performance enables learners to convey their music to others, building on a range of acquired skills, knowledge and understanding. Simulated performances in lessons help to develop these skills before playing to larger audiences.
Using their growing library of pieces, prepare learners so that they are able to perform with fluency and expression.
Allow plenty of time so that the music is thoroughly prepared. Learners should be well prepared for every performance so that it is a positive, enjoyable experience for everyone – performer(s) and audience.
Encourage learners to perform from memory where this will enhance confidence, musical awareness and communication.
Fluency is key to developing confidence in performing. Pieces therefore need to be chosen with care to ensure that they are well within learners’ capabilities.
Remind learners where and how to stand or sit to perform. If notation is used, ensure that stands are appropriately placed and at the correct height.
Show learners how to respond to applause and walk on and off stage.
Refine pieces through simulated performances during instrumental lessons.
Aim to give understanding and meaning to the music. Stimulate creative thinking in preparing for performance. Learners should 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.
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