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2015 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 2015 Higher School Certificate examination, highlighting candidates’ strengths and indicating where they need to improve.
This document should be read along with:

Written examination – Aural skills

Question 1

Candidates showed strength in these areas:

  • identifying the melodic material and effectively describing how it was used
  • using appropriate musical terminology
  • incorporating accurate notation and/or labelled diagrams.

Candidates need to improve in these areas:

  • providing consistent statements in relation to the melodic material used
  • addressing the question and focus concept
  • moving beyond simply identifying the melodic material used.

Question 2

Candidates showed strength in these areas:

  • identifying the primary sound sources and their roles
  • explaining how unity and contrast is achieved using relevant examples
  • making links between the concepts
  • 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
  • describing details relevant to the concepts
  • moving beyond simply identifying different layers.

Question 3

Candidates showed strength in these areas:

  • identifying the similarities and differences in each excerpt
  • using specific examples from each version
  • discussing the concepts of music in each version and supporting with musical examples
  • providing detailed descriptions of musical features with clear and concise language.

Candidates need to improve in these areas:

  • using appropriate terminology in relation to all concepts
  • organising the response clearly and identifying the version discussed.

Question 4

Candidates showed strength in these areas:

  • understanding how voices were used to create musical interest
  • referring to a range of concepts in relation to musical interest
  • supporting observations with clear and concise explanations
  • using musical detail to support responses.

Candidates need to improve in these areas:

  • 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
  • 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 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
  • using relevant  musical examples to 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; for example, 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.
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