2015 Notes from the Marking Centre – Music 2
Introduction
This document has been produced for the teachers and candidates of the Stage 6 Music 2 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:
- the Music 2 Stage 6 Syllabus
- the 2015 Higher School Certificate Music 2 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 – Musicology and Aural Skills
Question 1
Candidates showed strength in these areas:
- describing the roles of instruments in detail (part a)
- discriminating roles of instruments between ‘melodic’ and ‘accompaniment’ roles (part a)
- understanding melodic material and accurately referencing melodic devices such as fragmentation, repetition, register changes (part b).
Candidates need to improve in these areas:
- making reference to all layers in the excerpt (part a)
- using appropriate terminology (part a)
- understanding a range of melodic features (part b)
- referencing the score accurately to support statements about melodic material (part b).
Question 2
Candidates showed strength in these areas:
- notating the arpeggiated contour of the opening bars (part a)
- using the cues given in the melody to guide notation (part a)
- demonstrating a grasp of melodic contour and tonal implications (part a)
- understanding contrast in relation to differences heard through varying the concepts (part b)
Candidates need to improve in these areas:
- using the cues provided on the score (part a)
- listening to the melodic contour as an aid to determining movement by steps and leaps (part a)
- identifying the return of tonic and dominant pitches in the melody (part a)
- being aware that different concepts need to be explored in relation to contrast (part b)
- using accurate musicological terminology in their response (part b).
Question 3
Candidates showed strength in these areas:
- using a range of concepts to explore the treatment of expressive techniques in creating musical interest (part a)
- maintaining an even and coherent response (part a)
- exploring the entire excerpt rather than focusing on a limited area (part a)
- providing a sustained and integrated analysis of rhythm in detail, with musical support garnered from the score (part b)
- analysing multiple differing examples of rhythmic devices and the effect created by them (part b)
- using appropriate and accurate terminology (part b).
Candidates need to improve in these areas:
- realising that ‘expressive techniques’ does not include a discussion about ‘dynamics’ (part a)
- exploring a range of concepts rather than repeating points (part a)
- identifying and focusing on the correct score excerpt (parts a and b)
- selecting a range of musical features that support a more detailed analysis (part b)
- analysing rather than just outlining observations (part b)
- supporting responses with appropriate score references (part b).
Question 4
Candidates showed strength in these areas:
- describing relevant concepts of music in relation to the chosen repertoire
- identifying similarities in how concepts are used in relation to the chosen repertoire
- identifying conceptual ideas that relate well to the chosen repertoire
- using coherent arguments which refer to both works in a balanced way.
Candidates need to improve in these areas:
- analysing a range of concepts to demonstrate knowledge and understanding
- using accurate terminology in relation to both works
- supporting analysis with relevant score references and musical examples.
Performance – Core and Elective
Candidates showed strength in these areas:
- selecting repertoire that demonstrated an expressive range and technical facility
- conveying and sustaining a stylistic understanding
- exploring the diversity offered by the mandatory topic
- preparing the space to enhance the performance
- displaying secure and consistent intonation
- displaying ensemble cohesion and rapport with accompanists.
Candidates need to improve in these areas:
- selecting a repertoire that allows demonstration of a full expressive range
- presenting performances that show balance between the accompaniment and/or ensemble
- presenting performances that are not repetitive in interpretation
- performing pieces that meet the time limit
- displaying a musical understanding of the genre
- displaying consistencies in tuning and in tonal and pitch control.
Music 2 – Core Composition
Candidates showed strength in these areas:
- understanding compositional devices
- organising and developing ideas with a sense of nuance and interplay between chosen sound sources
- understanding the style and the roles of the chosen performing media
- producing edited scores with clear and detailed performance directions
- using coherent structures
- using smooth transitions
- understanding ensemble and instrumental timbres and idiomatic writing
- incorporating a harmonic language within the chosen style
- providing unity and contrast and maintaining stylistic integrity
- developing melodic and rhythmic material
- choosing programmatic ideas that were well realised in the composition.
Candidates need to improve in these areas:
- choosing performing media with a clear understanding of their capacities, range or technical requirements
- linking musical ideas to achieve structural coherence
- combining related ideas within two minutes
- linking or developing melodic material
- manipulating a full range of concepts
- editing scores including performance directions, score conventions, note groupings and articulation
- submitting recordings that provide an accurate rendition of the score.
Music 2 – Elective Composition
Candidates showed strength in these areas:
- developing ideas within a coherent and balanced structure
- maintaining balance between unity and variety
- providing a detailed and clear score with stylistic expression indicated; for example, jazz inflections
- showing a perceptive grasp of style and harmonic ideas
- understanding the potential of chosen instruments
- using extended techniques that are integrated into the work
- understanding the voicing of parts.
Candidates need to improve in these areas:
- linking works to chosen topics
- creating uncluttered and changing textures
- using transitions between ideas, keys and rhythmic changes
- giving works a clear focus or direction.
Music 2 – Musicology Elective
Candidates showed strength in these areas:
- organising ideas
- providing relevant and convincing conclusions
- annotating score examples to support their observations
- explaining the use of rhythmic, melodic and harmonic material in the works chosen
- drawing conclusions; for example, motivic development, structural relationships
- choosing topics that enable a detailed discussion of the music
- using secondary sources judiciously.
Candidates need to improve in these areas:
- choosing topics that are not too broad
- making specific observations substantiated by score examples
- focusing on analysis of the use of musical concepts rather than narrative, pictorial and/or historical description
- using primary and secondary sources
- choosing musical styles and examples that provide scope for analysis
- demonstrating a holistic understanding of the whole piece.
Music Extension – Composition
Candidates showed strength in these areas:
- composing works that had a strong underlying purpose, focus and direction
- working with musical material convincingly within the available time
- logically developing ideas throughout the piece and giving an overall sense of direction
- using elements such as register, colour, texture, dynamics and articulation to maintain structural cohesion
- working equally with all instruments; for example, interplay, voicing, colour combinations
- maintaining a sense of phrasing and textural space
- using detailed and idiomatic notations on scores
- providing concise, yet sufficient, support material to assist in understanding the piece.
Candidates need to improve in these areas:
- including enough detail in the score to allow them to be reliably reproduced
- developing musical material, rather than relying on repetition
- providing musically justified contrast where appropriate
- composing works that are texturally uncluttered
- making transitions work musically rather than in a contrived manner
- exploring harmonic, rhythmic and motivic possibilities
- providing sufficient performance instructions, including the identification of the chosen instruments.
Music Extension – Musicology
Candidates showed strength in these areas:
- demonstrating creative and independent thought
- organising and structuring their essay to sequentially argue their points in the hypothesis
- using illustrative and annotated examples
- providing detailed and in-depth analysis.
Candidates need to improve in these areas:
- going beyond biographical and background information
- referencing responses
- using primary and secondary sources
- adhering to the word limit
- using score examples
- choosing topics that allow for detailed analysis and not just observation.
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