2014 Notes from the Marking Centre – Music 1
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Music 1 course. It contains comments on candidate responses to particular parts of the 2014 Higher School Certificate examination, highlighting candidates’ strengths and indicating where they need to improve.
This document should be read along with:
- the Music 1 Stage 6 Syllabus
- the 2014 Higher School Certificate Music 1 examination
- the marking guidelines
- Advice for students attempting HSC music examinations and Music FAQs
- Advice for HSC students about examinations
- other support documents developed by the Board of Studies, Teaching and Educational Standards NSW to assist in the teaching and learning of Music in Stage 6.
Written examination – Aural skills
Question 1
Candidates showed strength in these areas:
- identifying the sound sources as well as linking them to how they were effectively used
- using appropriate musical terminology
- structuring responses sequentially and in detail
- incorporating accurate notation and/or labelled diagrams.
Candidates need to improve in these areas:
- providing consistent statements in relation to the use of sound sources
- addressing the question and focus concept
- moving beyond simply identifying the sound sources used.
Question 2
Candidates showed strength in these areas:
- identifying the primary sound sources and their roles
- including clearly explained diagrams
- making links between concepts in order to expand on points
- using appropriate musical terminology.
Candidates need to improve in these areas:
- describing features in relation to the entire excerpt
- referring to a range of concepts
- using appropriate terminology in relation to texture
- describing details relevant to the concepts
- identifying different layers in the excerpt.
Question 3
Candidates showed strength in these areas:
- accurately identifying performing media
- using appropriate and clearly labelled diagrams and graphic notation
- supporting statements with musical examples or references
- recognising that all concepts are relevant to creating tension
- applying devices such as contrast and development to support their explanation.
Candidates need to improve in these areas:
- using appropriate terminology in relation to all concepts
- exploring a range of concepts that support different ways in which tension is created.
Question 4
Candidates showed strength in these areas:
- understanding how structure supports and defines contrast and unity
- referring to a range of concepts in relation to contrast and unity
- supporting observations with clear and concise explanations
- using clear graphic representation and/or music notation to support responses.
Candidates need to improve in these areas:
- providing specific details on how contrast and unity were achieved
- using appropriate music terminology
- exploring a range of concepts and their applications to the question.
Performance – core and elective
Candidates showed strength in these areas:
- demonstrating technical and interpretive skills
- demonstrating personal engagement throughout the performance
- using balance and variety effectively within each solo or ensemble performance (solo/ensemble)
- displaying an awareness of the overall musical structure
- maintaining momentum
- displaying expressive and dynamic contrasts
- demonstrating familiarity with and understanding of the performance space and equipment
- providing a supportive and integrated accompaniment that was secure in intonation and blend and re-tuned when necessary.
Candidates need to improve in these areas:
- presenting musical content that has detail, variety and depth
- choosing a repertoire that provides opportunities to demonstrate technical and interpretative skills
- sustaining engagement and momentum for the duration of the piece
- using good quality backing tracks
- rehearsing in the chosen performance space.
Musicology elective (viva voce)
Candidates showed strength in these areas:
- demonstrating an engagement with the topic
- presenting a clear and consistent musicological focus
- making links with the broader topic area
- demonstrating evidence of wide listening
- entering into a detailed discussion relevant to their chosen topic
- presenting aural examples, practical demonstrations on instruments, and scores where relevant, to support and enhance the discussion.
Candidates need to improve in these areas:
- not presenting a scripted viva voce
- presenting outline summary sheets in summary format rather than an essay
- using correct musical terminology
- making specific musical observations
- referring to musical examples that support the discussion.
Composition elective
Candidates showed strength in these areas:
- composing stylistic works with an excellent understanding of the chosen topic
- composing melodies that were supported by an understanding of instrument roles and textural interplay
- writing idiomatically for the chosen performing media
- using accurate, perceptive and fully detailed performance directions
- presenting a clear and accurate score that provided keys/legends to explain unconventional scoring
- demonstrating knowledge of traditional musical conventions, with stylistic use of performance directions and dynamic shadings
- demonstrating an intrinsic understanding of melodic, harmonic and rhythmic development
- demonstrating an awareness of how balance and contrast provide interest in their works, especially through texture and structure
- using a variety of compositional devices.
Candidates need to improve in these areas:
- considering all the concepts of music when composing
- demonstrating direction and development of ideas within the structure
- not using repetitive ideas that clutter the texture and harmony
- understanding lyric scansion (vocal works)
- sustaining melodic interest
- using new material with linking ideas
- composing works that can be reproduced accurately (eg guitar TAB with rhythmic notation, improvisations with notation, graphic scores with an appropriate legend)
- understanding score conventions and editing
- producing electronic scores with detailed or final editing
- producing scores with pitch or other essential indications.