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SEQUENZA ITALIANA
BERIO
SEQUENZA XIVb
AUSTRALIAN CHAMBER
ORCHESTRA
One of the worlds most lauded
chamber ensembles, the Australian
Chamber Orchestra is renowned for
its inspired programming and
unrivalled virtuosity, energy and
individuality.
Outstanding Australian
violinist Richard Tognetti has
been at the helm of the ACO
since 1989.
ABOUT
LUCIANO
BERIO
SEQUENZA XIVb
AURAL/ MUSICOLOGY
Each sequence of Lessons
provided by the ACO will
focus on developing key
skills: PERFORMANCE,
COMPOSITION and
AURAL/MUSICOLOGY.
This sequence of lessons
will focus on
PERFORMANCE
TECHNIQUES
The extended techniques explored in this piece relate mostly to stringed instruments as this work
is for the double bass. Below is a table outlining some of the techniques used in the score and
how they should be performed:
MARKING
diamond note
EXPLANATION
MARKING + BAR
REFERENCE
EXPLANATION
Pont. ord/tasto
head
gliss. Tremolo
Pizzicato (plucked)
m.d.= mano destra = right hand
nd
rd
MUSICIANS
PERFORMANCE PRACTISE
ACTIVITY
Now that we have explored the importance of understanding the composers
intentions in the Berio score, lets look at how this is applied to our own performance
practise.
When preparing a piece for performance there are several stages:
STAGE 1 NUTS AND BOLTS
Learning the notes, the basic shape of the piece.
STAGE 2 ADDING THE DETAILS/ANNOTATING THE SCORE
This includes the phrasing, dynamics, expression, special techniques and any other
playing instructions given on the score*.
*If you are learning your piece from a brief chord chart or sparse score then this is
where you need to add those details into your working score with annotations. This is
called MAPPING THE SCORE.
STAGE 3 PERFORMANCE REHEARSAL~
Finally you need to work on putting the first two steps into one polished performance.
Recording yourself is an excellent way to evaluate this process. Performing for a
classmate to give you some notes is also a good idea.
~Remember that practise is when you iron out nuts and bolts details, rehearsal begins
when its time to polish (i.e.; the notes are already learnt!).
PERFORMANCE
PRACTICE ACTIVTY
ANNOTATING
THE
SCORE
This step helps to give you a road map of how to perform the piece.
Mark in the following details in the score:
TEMPO - Highlight tempo markings and changes (include changes you add to the
performance as you practise).
DYNAMICS - Highlight dynamic markings and changes (include changes you add to
the performance as you practise).
PHRASING - Mark in important phrases that are shaping the performance. These
might include interpretations that other performers have used that have seen/heard
and would like to incorporate into your performance.
INTERPRETATION - Add any words or descriptions that help you to shape the
performance with emotion or feeling (eg; linger here, sadness evoked here, with
anger, etc.).
PRACTISE TECHNIQUE
AT THE CONCERT
When you go to the concert, use the knowledge and skills we
have explored and consider the following questions:
How have the various works enabled the feature instruments in
this program (violin, viola & double bass) to highlight their
possible range and performance capabilities? Give examples of
techniques or musical ideas used to illustrate your points.
Identify which piece you were most interested in. This does NOT
have to be the piece you found easiest to listen to, it may be the
one you found most challenging.
Give three reasons why you found the chosen piece to be so
interesting. How could you possibly incorporate any of the
techniques used into your own performance or composition
work?
TEACHERS NOTES
Teacher's Notes for reference to the Draft
Australian Curriculum: The Arts and NSW Stage 6
Music 1 & Music 2 Syllabus.
General LIT Reading and annotating the score excerpt.
Capabilities NUM discussing the use of free time and meter in the work.
ICT Utilising internet resources.
CCT Critically discussing the set work and the students chosen pieces.
PSC Sharing personal responses to the set work and chosen pieces.
EU Working collaboratively with peers in the score and performance
practice activity.
ICU Discussing the musical culture shift with modern avant-garde
works.
Cross-Curriculum Links & Priorities English, Humanities and Social Sciences, Mathematics, History,
Language
Viewpoints 2 Extend discussions into the links between the repetitive nature of
these works and that of cultural music of Asian regions (eg; Balinese,
Chinese).
TEACHERS NOTES
NSW Stage 6 Syllabus Links
MUSIC 1
Topic Links
MUSIC 1 P 2,3,5,6,7,8,10,11
Outcome H 2,3,5,6,7,8,10,11
Links
MUSIC 2 H 2,3,5,6,7,8,10,11
Outcome
Links