Analysis & Performance: A Coaching Trajectory for Ensembles

Learning Objective
This module makes ensemble members aware of the structure and the historical context of the works on their repertoire, and enables them to present informed performances of these works. ‘Structure’ is to be understood here in the broadest sense, including form, harmony, syntax, texture, etc., and also possible programmatic aspects.

Course Description
The module builds on the knowledge and skills gained from the coaching that chamber music ensembles have received from teachers of music analysis as part of their the bachelor programme. However, the coaching will now be more intensive, as the ensemble works with one teacher over the course of a whole year. The approach is similar: the teacher listens, asks questions, and stirs debate. On the basis of analytical observations, the ensemble tests and discusses various interpretations of a piece, with reference to literature and recordings where relevant. When the ensemble rehearses an arrangement, this will be critically examined and adjusted if necessary.

Related Electives
* Building a Successful Professional Practice
* Schenker Analysis
* Style in Performance

Course details

teacher Paul Scheepers
term September 2019 - June 2020
method of instruction Four series of three or four sessions each, distributed evenly over the year. Each series will be devoted to one musical work.
readings Joel Lester, Performance and analysis: interaction and interpretation, in John Rink (ed.), The practice of performance: Studies in musical interpretation, ed. John Rink. Cambridge Un. Press, 1995.
participation The module is exclusively open to existing ensembles the larger part of which is formed by master students.
assessment A written report on each the four series of sessions, to be handed in as a portfolio at the end of the module. A verbal presentation of ca. 30 minutes in which the ensemble discusses one of the works studied, showing in detail how the interaction of performing and analyzing has shaped its interpretation of that work.
credits 5