No upcoming implementations. See the syllabus for more information.
Learning outcomes of the course
The students express themselves playing/singing/conducting in a natural manner. They are aware of the significance of ergonomics and hearing protection and begin to make use thereof. The students play/sing/conduct repertoire endeavouring to achieve correctness of style and are able to function in ensembles of diverse kind. The students evaluate their skills realistically. The students are aware of the meaning of constant upkeeping and development involved and possess the readiness to incease the learning of their instrument by playing. They set relevant goals concerning their instrumental skills and are also responsible for their learning in a group. From the standpoint of their development the students choose goal practice methods and repertoire consistent with their goals.
Practicing and performing own instrument's solo and ensemble repertoire. Instrumental repertoire comprising the various style periods.
Participation in orchestra, choir, ensemble and chamber music activities.
Prerequisites and co-requisites
Music institute certificate or corresponding level
Assessment criteria - grade 1 and 2
ACCEPTED: The students evaluate their skills realistically and possess the means for continued development in playing their own instrument. They set relevant goals concerning their abilities and also assume responsibility in group learning. The students choose goal-oriented practice methods.
The students express themselves in playing and singing in a natural way even though they might not have a developed technique. They are aware of the meaning of ergonomics and hearing protection and begin to make use thereof. The students learn, under the direction of their teacher, to choose suitable repertoire corresponding to their technical level, and which is of optimal quality from the standpoint of their development. The students play/sing the practiced repertoire endeavouring to achieve stylistic correctness and are able to function in diverse ensembles.
FAILED: The students are not able to evaluate their skills realistically and do not have the readiness for continued learning in their instrument.
The students are not able to set for themselves relevant goals from the standpoint of their instrumental ability and do not assume responsibility of their learning. The students are unable of expressing themselves through their instrument in a natural way. They are unaware of the meaning of ergonomics in playing and do not know how to choose goal-suitable practice methods. The students are not capable of delivering a stylistically correct performance. They are not able to function at their instrument in any kind of ensemble.
A compensatory performance is accredited only as a whole.