The performance demonstrates an exceptional standard of consistency and/or inspirational musicality in areas such as phrasing, variation of timbre, choice of tempo, etc. Additionally, the performer will have an unusually impressive stage presence, level of concentration and ability to communicate with the audience, accompanist or other performers. A highly sophisticated approach will be taken to the interpretation (or improvisation) of the music.

Technique and accuracy

The performance demonstrates an exceptional standard of technical control, consistency and accuracy that is appropriate to the chosen work in the following general areas: intonation, tone quality, overall control of the instrument, agility, flexibility, clarity of articulation, dynamic range, and precision in complex rhythmic figures. Several specific examples of instrumental or vocal techniques (diction, breath control, projection, pedalling, physical stamina, finger-­‐work, bowing, pronunciation, language skills, extended techniques, etc.) will provide further evidence of exceptional technical ability, consistency and accuracy.

Other skills (as relevant)

The student can confidently and consistently demonstrate an exceptionally high level of skills in several areas, as appropriate, such as: aural perception, understanding of style, sight-­‐reading, speed and independence of learning, memorisation, initiative, improvisation, creativity, leadership, preparation, professionalism, reliability and critical awareness.

The performance demonstrates a very consistent and appropriate, informed musicality in areas such as phrasing, variation of timbre, choice of tempo, etc. Additionally, the performer will have an impressive stage presence, level of concentration and ability to communicate with the audience, accompanist or other performers. It is likely that a sophisticated approach will be taken to the interpretation (or improvisation) of the music

Technique and accuracy

The performance demonstrates an accomplished, consistent standard of technical control and accuracy that is appropriate to the chosen work in most of the following general areas: intonation, tone quality, overall control of the instrument, agility, flexibility, clarity of articulation, dynamic range, and precision in complex rhythmic figures. Specific examples of instrumental or vocal techniques (diction, breath control, projection, pedalling, physical stamina, finger-­‐work, bowing, pronunciation, language skills, extended techniques, etc) will provide evidence of a high level of technical ability, consistency and accuracy.

Other skills (as relevant)

The student can confidently and consistently demonstrate a high level of skill in several areas, as appropriate, such as: aural perception, understanding of style, sight-­‐reading, speed and independence of learning, memorisation, initiative, improvisation, creativity, leadership, preparation, professionalism, reliability and critical awareness.

The performance demonstrates a generally consistent standard of appropriate, informed musicality in areas such as phrasing, variation of timbre, choice of tempo, etc. Additionally, the performer will convey a convincing stage presence, level of concentration and ability to communicate with the audience, accompanist or other performers. A suitable approach will be taken to the interpretation (or improvisation) of the music.

Technique and accuracy

The performance demonstrates a generally consistent standard of technical control and accuracy that is appropriate to the chosen work in several of the following general areas: intonation, tone quality, overall control of the instrument, agility, flexibility, clarity of articulation, dynamic range, and precision in complex rhythmic figures. Specific examples of instrumental or vocal techniques (diction, breath control, projection, pedalling, physical stamina, finger-­‐work, bowing, pronunciation, language skills, extended techniques, etc.) may provide further evidence of technical confidence.

Other skills (as relevant)

The student can demonstrate skill in several areas, as appropriate, such as: aural perception, understanding of style, sight-­‐reading, speed and independence of learning, memorisation, initiative, improvisation, creativity, leadership, preparation, professionalism, reliability and critical awareness.

The performance demonstrates rather limited, but acceptable standards of consistency and/or appropriate, informed musicality in areas such as phrasing, variation of timbre, choice of tempo, etcetera. The performer may lack certain additional qualities such as stage presence, concentration and/or ability to communicate with the audience, accompanist or other performers. An acceptable approach will be taken to the interpretation (or improvisation) of the music, though more consistency or imagination is needed.

Technique and accuracy

The performance demonstrates a competent, though inconsistent standard of technical control and accuracy that is largely appropriate to the chosen work in some of the following general areas: intonation, tone quality, overall control of the instrument, agility, flexibility, clarity of articulation, dynamic range, and precision in complex rhythmic figures. Specific examples of instrumental or vocal techniques (diction, breath control, projection, pedalling, physical stamina, finger-­‐work, bowing, pronunciation, language skills, extended techniques, etc.) will be noted though these may require further refinement.

Other skills (as relevant)

The student will demonstrate skill in several areas, as appropriate, such as: aural perception, understanding of style, sight-­‐reading, speed and independence of learning, memorisation, initiative, improvisation, creativity, leadership, preparation, professionalism, reliability and critical awareness, though these areas may be lacking in consistency and confidence.

The performance is likely to demonstrate rather limited, and/or variable and/or inappropriate, standards in areas such as phrasing, variation of timbre, choice of tempo, etc. The performer is likely to lack certain additional qualities such as stage presence, concentration and/or ability to communicate with the audience, accompanist or other performers. An inconsistent or unvaried approach is likely to be taken to the interpretation (or improvisation) of the music.

Technique and accuracy

The performance demonstrates a variable or inconsistent standard of technical control, and/or accuracy that may be inappropriate to the chosen work or genre. Some limited examples of s technique will be found the following general areas: intonation, tone quality, overall control of the instrument, agility, flexibility, clarity of articulation, dynamic range, and precision in complex rhythmic figures. Specific examples of instrumental or vocal techniques (diction, breath control, projection, pedalling, physical stamina, finger-­‐work, bowing, pronunciation, language skills, extended techniques, etc.) will provide further evidence of variable or inconsistent skills.

Other skills (as relevant)

The student will demonstrate a variable level of skill in several areas, as appropriate, such as: aural perception, understanding of style, sight-­‐reading, speed and independence of learning, memorisation, initiative, improvisation, creativity, leadership, preparation, professionalism, reliability and critical awareness.. Performance in many of these areas may lack consistency and/or confidence.

The performance is likely to demonstrate inadequate standards in areas such as phrasing, variation of timbre, choice of tempo, etc. The performer will lack certain additional qualities such as stage presence, concentration and/or ability to communicate with the audience, accompanist or other performers. An inconsistent or inappropriate approach is evident in interpretation or improvisation.

Technique and accuracy

The performance demonstrates a very inconsistent standard of technical control and/or accuracy. Faulty examples of technique will be found the following general areas: intonation, tone quality, overall control of the instrument, agility, flexibility, clarity of articulation, dynamic range, and precision in complex rhythmic figures. Specific examples of instrumental or vocal techniques (diction, breath control, projection, pedalling, physical stamina, finger-­‐work, bowing, pronunciation, language skills, extended techniques, etc.) will provide further evidence of variable or inconsistent skills.

Other skills (as relevant)

The student is likely to demonstrate insufficient skills in areas (as appropriate) such as: aural perception, understanding of style, sight-­‐reading, speed and independence of learning, memorisation, initiative, improvisation, creativity, leadership, preparation, professionalism, reliability and critical awareness.

The performance will demonstrate very limited standards in areas such as phrasing, variation of timbre, choice of tempo, etc. The performer will lack certain additional qualities such as stage presence, concentration and/or ability to communicate with the audience, accompanist or other performers. An inconsistent approach will be evident in the interpretation or improvisation and and/or a severely limited range of appropriate features will be evident in the performance.

Technique and accuracy

The performance will demonstrate a very limited standard of technical control and accuracy. Deficiencies in technique will be found in several of the following general areas: intonation, tone quality, overall control of the instrument, agility, flexibility, clarity of articulation, dynamic range, and precision in complex rhythmic figures. Specific examples of instrumental or vocal techniques (diction, breath control, projection, pedalling, physical stamina, finger-­‐work, bowing, pronunciation, language skills, extended techniques, etc.) will provide further evidence of extremely variable, unsuccessful and inconsistent technical ability and accuracy.

Other skills (as relevant)

The student will lack skills in several areas (as appropriate) such as: aural perception, understanding of style, sight-­‐reading, speed and independence of learning, memorisation, initiative, improvisation, creativity, leadership, preparation and professionalism.

·         Displays an advanced performance technique with exceptional versatility and flair, where security is never in doubt.

·         Highly persuasive powers of musical communication and engagement that are suggestive of an individuality and originality of interpretation rarely encountered at Masters level, with evidence of deep insight, and exceptional projection of structure, style and genre throughout.

·         •Displays a mature awareness of programme building and/or repertoire choice perfectly suited to the student’s musical and technical skills.

·         •Evidence of a highly sophisticated awareness of performance research and/or traditions, integrated consistently and with complete conviction within a performing context.

·         A highly professional platform manner and sophisticated awareness of the performing space.

·         Demonstrates a technical facility and control, versatility and flair with few reservations.

·         Highly persuasive powers of musical communication and engagement, displaying a mature and insightful performance, with a highly effective projection of structure, style and genre.

·         Highly developed awareness of programme building and/or repertoire choice appropriate to the student’s musical and technical skills.

·         Evidence of a sophisticated awareness of performance research and/or traditions, integrated consistently and convincingly within a performing context.

·         A professional platform manner and developed awareness of the performing space.

·         A technically assured performance, displaying versatility and flair, but with negligible technical misjudgements that do not mar the overall performance.

·         Persuasive powers of musical communication and engagement, with an effective projection of structure, style and genre.

·         Programme building and/or repertoire choice is nearly always appropriate to the student’s musical and technical skills.

·         Evidence of a developed awareness of performance research and/or traditions, integrated convincingly within a performing context.

·         Platform manner and awareness of the performing space are entirely appropriate.

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60-64

·         A technically assured performance, displaying some flair, but with some limitations that slightly mar the overall performance.

·         Powers of musical communication and engagement and projection of structure style and genre are mostly persuasive, with some minor reservations.

·         Programme building and/or repertoire choice is mostly appropriate to the student’s musical and technical skills.

·         Clear evidence of an awareness of performance research and/or traditions, integrated convincingly within a performing context.

·         Platform manner and awareness of the performing space are appropriate.

·         A technically reliable performance, but lacking in versatility and flair.

·         Some powers of musical communication, interpretative insight and awareness of structure, style and genre, but with reservations in terms of how these are applied.

·         Displays an awareness of programme building and/or repertoire choice, but with some reservations over the relationship to the student’s musical and technical skills.

·         Evidence of an awareness of performance research and/or traditions, although the application in a performing context is sometimes lacking in consistency.

·         Platform manner and awareness of the performing space, whilst appropriate, could occasionally be developed to help the performer-audience relationship.

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50-54

·         A performance displaying a satisfactory technique, but lacking in versatility and flair, and with some limitations that mar the overall impression.

·         Some powers of musical communication, interpretative insight and awareness of structure, style and genre, but with major reservations in terms of how these are applied.

·         Some awareness of programme building and/or repertoire choice, but with some major reservations over the relationship to the student’s musical and technical skills.

·         Clear evidence of an awareness of performance research and/or traditions, although its application in a performing context is often lacking in consistency.

·         Platform manner and awareness of the performing space, whilst appropriate, could often be developed to help the performer-audience relationship.

·         A performance displaying persistent technical limitations, or suggesting a lack of preparation.

·         Powers of musical communication, interpretative insight and awareness of structure, style and genre are limited or often unsuitable in their application.

·         Displays a limited awareness of programme building and/or repertoire choice appropriate to the student’s musical and technical skills.

·         Limited evidence of any awareness of performance research and/or traditions.

·         A performance displaying serious technical problems

·         Displays very little or no sense of musical communication, interpretative insight or awareness of structure, style and genre.

·         Little or no evidence of programme building and/or repertoire choice appropriate to the student’s musical and technical skills.

·         Displays little or no awareness of performance research and/or traditions.

·         Little or no evidence of appropriate platform manner or sense of the performing space.