Processes require a range of developing skills within a range of familiar contexts. These are applied using relevant theoretical knowledge, interpretative skills, discretion and judgment within a range of known responses to familiar problems. Although activities are directed by the teacher, learners have significant responsibility for the quantity and quality of output.
Criteria
Examiners will use these criteria in assessing all level 3 entrants.
Comfortable and well balanced posture demonstrating considerable ease in the relationship with the instrument.
Position changes showing sound inner ear ability and a developed knowledge of the finger board.
A well projected resonance, full and clear sound quality.
Technical facility, to allow:
Accurate and prompt performance of all technical work
at the minimum tempo or faster with bowing patterns as specified in the Essential Technique for Violin - Edward Pople (available from the NZMEB office).
Performance from memory as listed in Essential Technique for Violin.
Systematic fingering in technical work
A developed control of co-ordination between left and right hands
Position changes showing knowledge of the fingerboard and a developing inner ear ability.
Ability to use bow speed an bow division to enhance musical phrasing and expression.
A well developed sense of pulse to allow accurate performance of rhythmic figures.
Increased control of variations in tempo, tone and articulations.
A developing sense of phrasing, style and ornamentation as appropriate to each musical period.
Increased awareness of intonation and fine pitch discrimination.
A developed awareness of appropriate bow strokes at moderate tempi eg detaché legato, staccato, martelé spiccato, hook strokes, with the addition of sautillé and up-bow staccato and saltato.
Able to tune the instrument with competence.
A developed awareness of vibrato as a tool for enhancing tone and musical expression.