While most people just think of the performers when they imagine a musical performance, there are actually many, many people involved in getting someone up on stage. To successfully present your music, you must understand the different roles people play in a live music setting, and plan how to overcome the various hurdles of putting on a performance.
Find at least one example of each of the following businesses, opportunities, or resources in your local area, and provide a 1–3 sentence description of how it might be useful to you as a practicing musician:
As a creator, copyright and security are essential concepts to master. You have many decisions to make about how you want to share your art with your fan base.
Now that you have considered some of the pros and cons of focusing on a live vs. online presence first, you can start to make concrete plans about how you would like to present your music. Develop a plan that fits your personal musical goals.
Compile and submit a video of yourself playing 2–3 pieces that demonstrate your best playing and accumulated progress over the course.
Describe the specific audience you want to connect with and how they engage with music. Explain:
Create a personal safety rider addressing how you will stay safe while performing. Consider:
Before you submit, please complete the Pre-Submission Self-Assessment.
Getting on Stage & Building an Audience Portfolio (Google Doc or Markdown)
Final Performance Video Showcase (2-3 pieces compilation)
We are learning to:
Student is able to make connections in the world around them which facilitate their musical growth.
Student develops pro-social skills and habits that enhance their personal growth and that of the community around them.
I can:
Identify opportunities to be involved in the musical community, including formal, informal, and work-related opportunities in my area.
Demonstrate an understanding of a potential legal problem artists could face (Avoiding Pitfalls).
Consider my audience’s experience and explain the important elements of a successful performance.
Design a safety rider addressing physical/health risks (e.g., hearing damage, repetitive strain injuries) and digital/privacy dangers.
Compile a video showcase demonstrating my best playing and accumulated musical progress over the course.
| Category | Level 4 | Level 3 | Level 2 | Level 1 |
|---|---|---|---|---|
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Knowledge/Understanding
Knowledge of local/regional musical opportunities and ways to connect with an audience.
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Plan demonstrates detailed knowledge of local/regional musical opportunities and ways to connect with their audience. | Plan demonstrates reasonable knowledge of local/regional musical opportunities and ways to connect with their audience. | Plan demonstrates functional knowledge of local/regional musical opportunities and ways to connect with their audience. | Plan demonstrates some knowledge of local/regional musical opportunities and ways to connect with their audience. |
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Thinking/Inquiry
Investigating ways that artists can be exposed to legal risk or unintended consequences (copyright/privacy).
|
Building an Audience investigates, with exceptional effectiveness, ways that artists can be exposed to legal risk or unintended consequences. | Building an Audience investigates ways that artists can be exposed to legal risk or unintended consequences. | Building an Audience investigates, with some effectiveness, ways that artists can be exposed to legal risk or unintended consequences. | Building an Audience investigates, with limited effectiveness, ways that artists can be exposed to legal risk or unintended consequences. |
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Application
Demonstration of student’s musical improvement over the course in an appropriate format for their goals.
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Performance demonstrates student’s improvement over the course in an appropriate format for their goals with exceptional effectiveness. | Performance demonstrates student’s improvement over the course in an appropriate format for their goals. | Performance demonstrates student’s improvement over the course in an appropriate format for their goals with some effectiveness. | Performance demonstrates student’s improvement over the course in an appropriate format for their goals with limited effectiveness. |
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Communication
Materials clearly explaining student’s rationale in a way which feels collaborative and engaging.
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All materials clearly explain student’s rationale exceptionally well in a way which feels collaborative and engaging. | All materials clearly explain student’s rationale in a way which feels collaborative and engaging. | Materials often clearly explain student’s rationale in a way which feels collaborative and engaging. | Materials sometimes clearly explain student’s rationale in a way which feels collaborative and engaging. |
Plan demonstrates detailed knowledge of local/regional musical opportunities and ways to connect with their audience.
Plan demonstrates reasonable knowledge of local/regional musical opportunities and ways to connect with their audience.
Plan demonstrates functional knowledge of local/regional musical opportunities and ways to connect with their audience.
Plan demonstrates some knowledge of local/regional musical opportunities and ways to connect with their audience.
Building an Audience investigates, with exceptional effectiveness, ways that artists can be exposed to legal risk or unintended consequences.
Building an Audience investigates ways that artists can be exposed to legal risk or unintended consequences.
Building an Audience investigates, with some effectiveness, ways that artists can be exposed to legal risk or unintended consequences.
Building an Audience investigates, with limited effectiveness, ways that artists can be exposed to legal risk or unintended consequences.
Performance demonstrates student’s improvement over the course in an appropriate format for their goals with exceptional effectiveness.
Performance demonstrates student’s improvement over the course in an appropriate format for their goals.
Performance demonstrates student’s improvement over the course in an appropriate format for their goals with some effectiveness.
Performance demonstrates student’s improvement over the course in an appropriate format for their goals with limited effectiveness.
All materials clearly explain student’s rationale exceptionally well in a way which feels collaborative and engaging.
All materials clearly explain student’s rationale in a way which feels collaborative and engaging.
Materials often clearly explain student’s rationale in a way which feels collaborative and engaging.
Materials sometimes clearly explain student’s rationale in a way which feels collaborative and engaging.