So you’ve decided to take NCEA music level 3? Well then, you'll be pleased to know you have three performances that are required from you. But don’t sit back and relax yet as some think it's easy to rest on their laurels with the practical side of the course work: but I assure you it’s just as involved and demanding as the research, aural, and composition achievement standards. If you are wanting an overview of the full music year then have a look at this blog here. Or maybe you would like some help with your past papers for those externals? Perhaps you need some extra tips with your compositions? Or are you wanting to stretch yourself with NCEA music scholarship? Whatever the aspect of NCEA music, there is a place to find more information.
Music performance can be super fun if you know how to approach it. Let's have a deep dive into the performances.
For AS91416 you will need to prepare, practice, and then perform two unique songs.
Your songs will need to be contrasting from one another. You should also approach the performances in a convincing manner. As well as showcasing features of your targeted genre, your technical skill will also need to be on-point showcasing a commanding and expressive performance. To have a look at some annotated examples from the examiners, check this out to see how marks were allocated. You’ll need to pick songs that are at least two and a half minutes long and are reasonably complex. Okay, so now you have your songs, how should you be practising so that you can nail your performance? What are the basics to getting the crowd going or inspire your examiner's interest?
What are the building blocks for a great performance?
Hands down, one of the basic aspects of performing is completing a really good soundcheck. There is nothing worse than getting to your performance and then finding yourself experiencing technical difficulties. You want your songs to run as smoothly as possible, don’t you? Then give them the best possible send-off and really nurture that soundcheck, so that you can hear all the levels well. Don’t be afraid to speak up to the sound person to express what you want. They are there to support you and provide assistance to getting the best sound.
Keep going even if you make a small or big mistake! This cannot be stressed enough. Maybe you mess up a note or your voice breaks halfway through a phrase. This does not matter in the big picture of things, as long as you carry on like nothing’s happened and you don’t let it affect the rest of your performance. The examiner might not even notice the mistake if it's small and if it’s big, you might be commended for holding it together and carrying on. The good thing about this assessment is that the marker is looking for an overall picture of your performance, so if you have a few minor mistakes it won’t affect the mark or the cohesiveness of your two songs.
Preparation makes the dream work! Make sure that you feel well-rehearsed. To do this it would be good to schedule at least two practices a week or more, to prepare yourself for the performance. You could have all the talent in the world and be exceptionally good at your instrument. But if you don’t put in those extra long hours to perfect your craft, you won’t get as higher a mark as you are aiming for. So remember to practice, practice, practice!
Perhaps the biggest indication of a good performance aside from technical skill is having confidence. How much have you practised that same riff? Do you really enjoy playing the bridge of your song and give it an extra 100% effort? Confidence can be a great marker of success. How you deliver those notes, how you sing that chorus can make a successful performance. Want to really nail that excellence? Then give yourself permission to let loose on stage and throw everything you have into the songs. This enthusiasm is infectious, and you will be sure to get the audience captivated by your energy.
Maybe you aren’t truly feeling parts of the song? Don’t let the audience catch on; instead, sell them every part of the song with confidence.
How about exceeding expectations and going above and beyond?
What about your unique self? Find a way to establish your individual presence on stage. Maybe it’s the décor you choose to wrap around the stage. Perhaps it’s a costume that really captures your personality, or maybe it’s how you perform overall. Maybe it's the effervescence that you ooze when you do that solo or sing that improvised line. Craft an experience for your audience or examiner as you are there to musically paint a feeling and translate that through your instrument. Embellishments like costume and staging will help show your uniqueness, but what the examiner really wants to see is your technical competence as well as your creative artistry. Maybe you have chosen a song that plays with genre and tips it on the head, creating shock and intrigue through your creative choice? Or maybe you have chosen to do something unorthodox on your instrument to spotlight the meaning of your songs more? Whatever you do, make it distinctive. There’s only one of you: the examiner wants to see all your creativity, skill and talent.
When you're performing at your peak, it's often referred to as 'being in the zone'. This is when you get into a state of flow, where time shifts, and you feel the performance in vivid detail. In short, you might feel extremely present and in the moment. Often you won’t stay in this flow state for very long and you might move in and out of it during your performance. To achieve this in your performance, try to focus on the present and really be intentional with every move, note or pluck. Ideally, you would get swept away in your performance as well as nailing the skill level aspect. This takes a lot of practice, so don’t kick yourself if you can’t achieve results straight away. Things that will distract you from being in the moment can be self-consciousness, being dominated by your ego or being supremely competitive. Try to keep these things at bay and really start to focus to be mindful in your performance. Having a deep appreciation for what you are playing will help you on your way to feeling truly alive while performing.
AS1417 will have you playing your second instrument well or perfecting those solo skills.
Like your first two songs in AS1416 you will need to be convincing to the examiner. Having your technical skills perfected is key but also you will need to think about how to capture and showcase the meaning of the songs. Really tap into the songwriters intent behind the music and how you can bring their unique vision to life, or perhaps draw attention to a subtle aspect and amplify that. To meet the criteria you will need to perform the songs to a fifth-year understanding of your chosen instrument. If you are using a second instrument, make sure that you are also competent on your first instrument. Perhaps you would like to invite other classmates to perform other parts? If so, make sure all parts are shared to enhance the overall performance. Make sure that you are utilizing different aspects of your instrument for your two songs.
AS91418 has you performing some ensemble pieces
This achievement standard requires you to perform in a group, practising your abilities at working together to create a great performance. Like the other assessments, you’ll need to have two differing songs. To do well you will need to come across as a cohesive group of performers, each contributing to the overall impact of the songs. No one person should carry the group; instead, it should be balanced with everyone shining separately and together. The songs must be over two and a half minutes and include three to seven members.
Tips on performing together
Make sure you choose people that you have good communication with. This point is key to having a successful performance. It’s important because you can explain to the group what worked in the performance, when practices are, and what the group can improve on next time.
As well as this, you will want to be well organised! This will influence how effective your practises and performances are. If one member is less committed and perhaps does not show up to all practices, this could reduce the synergy of the team’s overall dynamic. When picking a leader you don't want someone who will take over the show. Instead, pick someone to lead in a subtle manner. The members of the group will have more respect for this.
Are you wanting extra help with other parts of NCEA Music? Maybe you are finding composition really hard or studying for that aural exam difficult. Do not worry, there is a website called Superprof that has a wealth of tutors, all ready to help get you to your next step of NCEA Music. Your first session is free so there is really no reason to not give Superprof a go to find a good tutor who suits you.
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