Audition Jazz & Pop 3
Number of course weeks
Total contact hours
Form / content / level
Mastering the elements described under Contents.
Relation to other modules
Related to the main subject course and band lessons.
Students prepare an audition of five pieces, dealing with all aspects relevant to the audition: selecting pieces, writing new material (optional), arranging pieces, choosing other band members, rehearsals, organizing instrument set-up (where necessary), stage presentation. All skills, aims and contents of the various year 3 instrument subjects are relevant to the audition.
Mode(s) of instruction
Depends on the main subject; see the main subject module description.
Students independently organize all aspects relevant to performing the audition.
Examination and assessment
Mode(s) of assessment
Audition for a panel of three to five teachers. As a rule, two of the panel members are teachers of the student's main subject (if this cannot be arranged, two or fewer panel members are teachers of the student's main subject). Students prepare five pieces varying in terms of style and tempo, which allow them to showcase their individual skills and musical identity.
Creativity, expression, improvisation, ensemble playing, interaction, harmonic possibilities, accompaniment, tonal balance, technique, sound, intonation, timing/tempo control, rhythm, reading skills, stylistic coherence, repertoire choice, set list, attitude, performance, preparation and (optional) arranging/composing.
For composers (CFT, COM, CFO): Consistency, efficiency, economy of means, practicality, richness, intrinsic persuasiveness, richness, balance, intelligence, motivation, inventiveness, stylistic awareness, imagination, reflection (analysis, presentation), timing, authenticity and diversity.
The student has completed this module if he is awarded a minimum grade of 5.5.
Examiners use an outline of relevant criteria to assess students, with the average grade being used as the final grade.
The examiners hand in their assessment forms 'face-down' to the chairman, who then reviews whether the assessments are sufficiently similar, i.e., whether the graded evaluations diverge no more than two points. If there are no problems in this area, the chairman subsequently fills out the complete chairman form, which contains, in the verbal part, a summary of the reasoned evaluations provided by the several examiners. The average grade of the examiners' evaluations is used as the final grade.
In case the examiners' assessments diverge more than allowed, the chairman initiates a panel discussion, and firstly asks the relevant examiners (whose grades diverge more than two points) to provide a further explanation. Subsequently the other examiners are allowed to participate in the discussion, and the chairman eventually asks them to re-vote in consideration of the issues raised during the discussion. If the grades now fall within the permissible two-point range of divergence, the chairman calculates the average grade of the re-vote and copies it to the chairman form, under the heading of 're-vote', and this new average will serve as the final grade.
If the grades are still too dissimilar, the chairman also uses the average of the re-vote as final grade, adding a note on the chairman form indicating why (from his perspective) the examiners were unable to find common ground.
This module is part of the curriculum of the following main subjects courses: Accordion, Bass Guitar, Composition, Drums, Flute, Guitar, Latin Percussion, Piano, Saxophone, Trombone and Vocals.