No upcoming implementations. See the syllabus for more information.
Learning outcomes of the course
The students express themselves playing/singing in a natural way and play/sing repertoire endeavouring to achieve correctness of style. The students evaluate their skills realistically and possess the readiness for continued development in playing their secondary instrument. They set relevant goals concerning their instrumental skills. Under the direction of their teachers, the students learn to choose suitable practise methods, and repertoire corresponding to their goals, their technical level, and which is of optimal quality from the standpoint of their development. The students are aware of the significance of ergonomics and hearing protection.
Course contents
Repertoire extending to diverse style periods, its practice and performance.
Participation in lessons.
Prerequisites and co-requisites
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Evaluation scale
Pass/Fail
Assessment criteria
Assessment criteria, passed/failed
Pass:
The students express themselves in playing/singing in a natural way even though they might not have a developed technique. The students play/sing the practiced repertoire endeavouring to achieve stylistic correctness. The students evaluate their skills realistically and possess the readiness for continued development in playing their secondary instrument. They set relevant goals concerning their instrumental abilities. Under the direction of their teachers, the students are able to choose suitable practise methods, and repertoire corresponding to their goals, their technical level, and which is of optimal quality from the standpoint of their development. The students are aware of the meaning of ergonomics and hearing protection.
Fail:
The students are unable of expressing themselves through their instrument in a natural way. The students don't endeavour to achieve stylistic correctness. The students are not able to evaluate their skills realistically and do not have the readiness for continued learning in their secondary instrument. The students are not able to set relevant goals for themselves from the standpoint of their instrumental ability and do not know how to choose goal-suitable practise methods and repertoire. The students are unaware of the meaning of hearing protection and ergonomics.
A compensatory performance is accredited only as a whole.