Music 1 2017 HSC exam pack

Students should:

• select an appropriate repertoire that is within their technical skill level
• present performances that display attention to detail, variety and depth
• ensure sound checks have occurred prior to the day and settings are established
• maintain engagement and momentum for the duration of the piece
• prepare backing tracks on a pre-recorded device
• engage with the ensemble rather than focusing only on their own performance, for example, being preoccupied reading lyrics
• consider placement of equipment in the performance space, including amplifiers, to assist with ensemble communication and balance
• consider stamina and changes of ensembles when establishing order of performance pieces in one program.

Students should expect that:

• no additional marks will be awarded for presenting on more than one instrument
• if they choose to sing and play an instrument at the same time, the performance is assessed as a whole.

Students can prepare for this examination by:

• checking for an appropriate ensemble balance
• ensuring equipment and sound levels have been organised and checked prior to the examination
• carefully preparing and tuning the instruments before entering the examination room
• ensuring backing tracks used are appropriate and balance has been checked
• ensuring all paperwork is completed prior to the examination, for example, in 25 words or less provide explicit detail for how the piece fits the topic.

In better responses, students were able to:

• present a repertoire displaying musical strengths, contrasts, exploration of dynamics and expressive and vocal/instrumental tonal capabilities
• display technical and interpretive skills and personal engagement throughout the performance
• use balance and variety effectively within solo or ensemble performances
• demonstrate awareness of the overall musical structure and the need to maintain momentum and balance
• be well rehearsed and demonstrate familiarity with, and ownership of, their performance space and equipment, for example, settings on amplifiers
• consider ensemble positioning and performance space to allow for effective interaction and engagement.

Students should:

• carefully check the audio file before submitting
• present compositions in portrait layout
• submit a full score rather than individual parts
• construct scores accurately balancing parts of the composition
• consider the overall structure of their composition and cohesion of the ideas presented
• strike a balance between the repetition of ideas to create unity and the introduction of new material to create interest
• edit and review work consistently throughout the composition process and remove ideas that do not work with the whole.

In the better responses, students were able to:

• use advanced harmonic language
• present experimental ideas
• demonstrate textural variety.

Students should:

• avoid using generalisations in discussion.

Students should expect to:

• engage in a two-way discussion rather than a prepared speech
• present concise and legible outline summaries that are presented on the M2 form to help support the discussion.

Students can prepare for this examination by:

• having relevant music readily accessible at any point within the viva voce
• rehearsing the viva voce in the chosen space with required equipment prior to the examination.

In better responses, students were able to:

• demonstrate an understanding of a musicological emphasis
• present well-organised aural examples (recorded or practical demonstrations) to assist and augment their discussion
• draw appropriate conclusions concerning their chosen topic
• demonstrate evidence of wide listening within the broader topic
• articulate an understanding of musical terminology.

Students should expect:

• questions to vary and draw from a wide range of music.

Students should:

• ensure that they are comfortable discussing a wide range of music, including ‘non-western’ music
• avoid repetition and generalisations
• include specific musical examples
• use relevant music terminology
• answer the specific question, not merely discuss the concepts of music.

In better responses, students were able to:

• provide highly detailed musical observations relating to the specific question
• demonstrate an excellent understanding of relevant musical concepts.

Question 1

In better responses, students were able to:

• discuss pitch in the non-western genre and recognise the repeated melodic idea.

Question 3

In better responses, students were able to:

• describe the tone colour of the sound sources, and make reference to the roles of these sound sources and the qualities of the associated instruments. They used appropriate terminology, particularly when discussing tonality and tone colour.

Question 4

In better responses, students were able to:

• recognise the relevant instrumentation and discuss the concepts of music, while addressing unity and contrast.