Music 1 2018 HSC exam pack

Students should:

• ensure the chosen repertoire is carefully matched to skills and technical ability
• be familiar with and understand the performance space and equipment, including starting backing tracks and using microphones correctly
• ensure accompanist/ensemble positioning is well considered and allows for effective interaction and engagement between performers
• have supportive and well-rehearsed accompaniment that allows for a secure musical outcome
• ensure sound checks before each piece are short and focused
• avoid splitting programs.

In better performances, students were able to:

• present repertoire to display musical strengths and a sense of musical expression and sensitivity to the style
• sustain engagement and momentum for the duration of the piece
• explore vocal/instrumental tonal capabilities
• display personal engagement throughout the performance.

Areas for students to improve included:

• choosing repertoire that is technically within the student’s skill level and provides opportunities to demonstrate technical and interpretative skills
• rehearsing in the chosen performance space prior to the day of the exam with attention to equipment positioning to assist accompanist/ensemble communication
• engaging with their ensemble rather than focusing only on their own part.

Students should:

• add all details necessary to realise the score including dynamics and expressive devices such as inflections and embellishments, noting that the audio is used as a guide only
• consider score conventions appropriate to the instruments/voice/performing media selected
• include page and bar numbers and label instruments/voices on each page opening
• notate and edit compositions that are written with sequencing and sampling programs.

In better responses, students were able to:

• demonstrate a clear understanding of their chosen style
• write cohesive works which include smooth transitions, effective textural changes and development of musical ideas
• explore the use of harmonic language and use effective interplay between the performing media
• write successfully for sampled sounds, including fully notated parts on the score with relevant keys and explanations.

Areas for students to improve include:

• providing all details for the reproduction of the score to ensure clear intent and accuracy
• understanding the capabilities of the selected performing media
• reflecting a sense of style through the appropriate use of concepts and features.

Students should:

• provide a concise, logically structured outline summary on the M2 form to support the discussion
• prepare topics based on genuine interest and an understanding of musical concepts within the music and topic
• present a viva voce with a musical focus based on extensive listening
• avoid using generalisations in discussion
• be prepared to engage in discussion with the markers rather than a prepared speech.

In better responses, students were able to:

• refer to well-chosen excerpts to support the discussion
• demonstrate a genuine interest in the topic
• draw conclusions and not just make observations
• demonstrate evidence of wide listening
• sustain a musicological focus.

Areas for students to improve included:

• prepare for the 10-minute viva voce just as you would prepare a performance piece
• use recorded examples and/or written music examples and/or short demonstrations to support the discussion
• have ready access to relevant musical recordings in support discussion within the time frame available.

Question 1

In better responses, students were able to:

• clearly identify and describe the use of performing media and/or sound sources in relation to tone colour using relevant descriptive language and terminology
• provide appropriate examples to support a detailed response focusing on tone colour.

Areas for students to improve include:

• structuring responses logically to avoid repetition and confusion
• ensuring diagrams are relevant to the concept of tone colour.

Question 2

In better responses, students were able to:

• use the structure of the excerpt to scaffold their response
• demonstrate a perceptive understanding and awareness of duration and how it creates contrast, variety and unity in the excerpt
• provide appropriate examples to support a detailed response focusing on duration.

Areas for students to improve include:

• structuring responses logically to avoid repetition and confusion
• exploring all areas related to duration in reference to the excerpt.

Question 3

In better responses, students were able to:

• provide an organised and in-depth analysis of contrast using the concepts of music
• draw conclusions by referencing a number of concepts supported by appropriate musical examples
• identify significant details within the selected concepts of music to discuss contrast.

Areas for students to improve include:

• structuring responses logically to avoid repetition and confusion
• selecting appropriate concepts to discuss and analyse how contrast is used.

Question 4

In better responses, students were able to:

• use the structure of the excerpt to provide a logical and sequenced response with reference to texture
• describe in detail the changes which occur throughout the excerpt with a focus on texture
• use correct terminology in relation to texture and support the discussion by including appropriate musical examples.

Areas for students to improve include:

• structuring responses logically to avoid repetition and confusion
• exploring the relationship between texture and the use of performing media.