Solo performing

The most persistent structural error across every sitting: falling short of the minimum time. Part 1 must last at least 2 minutes — a beautifully played 90-second piece still fails it and caps the mark. If the solo is short, add a second solo on the same instrument/voice; both parts together stay under 10 minutes.

The final recording of each piece "must be a single take and must not be edited in any way". You MAY record several times and submit the best take, but once chosen it stands as recorded — no splicing the best bars from different attempts, and no copy-pasting a repeat to avoid re-performing it.

Criterion (c) (character, style, phrasing) is the most over-generously marked. A note-perfect but mechanical performance — no dynamic contrast, no expressive shaping — is often marked as if expression had been shown. Being accurate (strong on (a)) does NOT earn (c); you must shape dynamics, articulation and phrasing.

The published criteria (b) and (c) include "rhythmic coordination when performing with others" and "ensemble awareness". Those clauses are Part-2 ONLY. A solo has no other live part to balance against (except the accompaniment in self-accompanied singing), so do not lose focus over ensemble balance in Part 1.

For any piece learned from notation, a copy of the sheet music must be submitted, with any intentional change clearly indicated. Where there is no sheet music, the teacher records a comparison note. Forgetting this, or not flagging deliberate alterations, is a real coursework administration error.

A harder-looking piece does not automatically score higher. (e) rewards the skills DEMONSTRATED, but (a) and (d) mark how securely you deliver — a difficult piece played hesitantly scores LOW on both. The syllabus warns that too-difficult repertoire also restricts marks. Aim for the hardest piece you can perform securely and accurately.