Teacher's Guide Cambridge Pre-U MUSIC Available for teaching ...

PERFORMING (Components 2 and 42)
Component 2
Section A: Recital
Cambridge Pre-U Teacher Guide
Candidates have several choices in this component. If they present a solo recital, they can play a
selection of contrasting pieces, or they can devise a programme linked by a particular theme or
perform a single, extended work.
However, some candidates may wish to perform in conjunction with others. The Syllabus provides
for them to perform as an accompanist, a member of a duo, or in a small ensemble. In these
groupings the other performer(s) will often be candidates themselves, but there is no requirement
that they should be.
There is one important restriction on the repertoire that can be presented as a duet. Because
the normal solo repertoire for orchestral instruments consists of music for solo instrument and
accompaniment, in this examination such pieces may not be counted as a duet.
Section B: Extended Performing
Candidates are expected to demonstrate an additional performing skill in this section. They can
perform on a second instrument, as a soloist, a member of a duo (in which case the same restriction
applies as in Section A) or in a small ensemble. Some candidates may wish to present further music
on the same instrument that they presented in Section A. In this case, the performance must be in a
different category (e.g. someone who played piano accompaniments in Section A can perform as a
piano soloist in Section B, etc.).
Alternatively, candidates have the opportunity to perform an Improvisation as the Section B choice.
In this case the examiner will provide a stimulus, in order to ensure that all candidates work from a
beginning that they have not seen before. They will have a choice between (a) four or five pitches
without rhythm; (b) a short rhythm pattern; (c) a chord sequence; (d) a melodic incipit. They will be
given up to 20 minutes’ preparation time – roughly the duration of another candidate’s Section A
recital – and they can use this time in any way they wish. Centres will need to provide a room for
this purpose, which ideally needs to be reasonably close to the examination room but adequately
insulated so that no sounds can be heard in the examination room.
Candidates are at liberty to use the stimulus in any way they wish. They should aim to create a
reasonably complete piece, ideally with a sense of structure and at least some contrast. With this in
mind, candidates are at liberty to add material of their own (e.g. to make a contrasting middle section
to a piece in ternary form). They are free to decide on the style of their improvisation, bearing in mind
the nature of the stimuli (since some will inevitably be open to wider interpretation than others). The
assessment will take into account both the way they use the stimulus and the way they exploit the
technical and expressive characteristics of whichever instrument or voice they use.
www.cie.org.uk/cambridgepreu 69