Music 1 2019 HSC exam pack

Students should:

• select and present repertoire that provides opportunities to demonstrate technical and interpretative skills and displays their musical strengths
• ensure effective balance and variety within solo or ensemble performances
• demonstrate an awareness of the overall musical structure of each piece
• ensure sound checks before each piece are short and efficient
• have supportive and well-rehearsed accompaniment or high quality backing tracks that allows for a secure musical outcome
• ensure all paperwork is completed prior to the examination.

In better performances, students were able to:

• present repertoire that is technically within their skill level
• display attention to detail and explore variety to create interest
• sustain personal engagement and momentum for the duration of each piece
• consider the overall performance program and carefully tune before each piece
• be familiar with the performance space and equipment used.

Areas for students to improve include:

• selecting repertoire that suits their technical and interpretative skills
• ensuring that the balance is tailored to suit the space being used for the exam
• ensuring that pieces do not exceed the time limit
• avoiding splitting the program
• having sound checks that are short and focused.

In better responses, students were able to:

• demonstrate their understanding of score conventions and appropriate performance directions
• use rhythmic and harmonic complexity effectively
• create compositions that were structurally coherent with seamless transitions
• demonstrate successful interplay between layers, such as, i.e. voices/ instruments, melodic/rhythmic ostinati, motifs or themes, harmonic/rhythmic/ tonal interplay
• create idiomatic compositions displaying an extensive stylistic understanding.

Areas for students to improve include:

• understanding of harmonic language
• studying accurate vocal notation
• a greater understanding of instruments and their capabilities
• avoiding overworking ideas with an over-reliance on use of riffs and ostinati to create momentum
• avoiding ideas that are underdeveloped including too many new ideas
• avoiding structurally incohesive compositions
• creating accurate and clear scores which can be reproduced.

Students should:

• demonstrate a sustained musicological focus
• organise aural examples (recorded or practical demonstrations) to assist and augment the discussion
• draw appropriate conclusions in relation to the chosen topic
• demonstrate evidence of wider listening within the broader topic
• demonstrate an understanding of musical terminology
• ensure points on summary sheets form a logical structure for further discussion and are easy to read.

In better responses, students were able to:

• demonstrate a genuine interest in the topic, engage in a two-way discussion and communicate proactively
• present concise and legible summaries on the M2 form to help guide the discussion
• use relevant and accurate musicological terminology
• address specific features supported by relevant musical recordings
• rehearse the viva voce in the chosen space with required equipment prior to the exam.

Areas for students to improve include:

• refining and reviewing the summary sheet when preparing for the exam to better guide the discussion
• engaging in a conversation and avoiding a prepared speech
• avoiding generalisations in discussion
• having recordings readily accessible and cued at the appropriate point ready to play
• demonstrating a broader understanding of the topic presented.

Question 1

In better responses, students were able to:

• clearly articulate features of duration, for example, rhythmic unison, time signatures changes, riffs and changes between each section
• write coherently with a clear focus on the given concept
• isolate each instrument and discuss their individual rhythmic roles
• use correct terminology. 

Areas for students to improve include:

• ensuring that they have focus in their response
• understanding the difference between duration and pitch and/or texture ensuring specific and relevant discussion with use of appropriate terminology.

Question 2

In better responses, students were able to:

• describe pitch and expressive techniques in a detailed and sophisticated manner using correct terminology
• identify nuances in expressive techniques for example the differences in vibrato in different sections
• accurately use graphic notation to demonstrate melodic movement
• discuss the use of both melody and harmony in relation to pitch
• provide a sequential analysis of the excerpt in relation to the concepts
• write succinct and yet detailed answers which fully addressed the concepts.

Areas for students to improve include:

• labelling all diagrams and graphic notation to enhance the response in relation to the question, for example, sound sources
• writing legible, detailed, relevant and clearly structured responses
• using appropriate language and terminology when discussing the concepts
• avoiding the use of subjective and emotive language.   

Question 3

In better responses, students were able to:

• describe the impact of technology and link it seamlessly to both tone colour and texture
• incorporate accurate and specific technology terminology, for example dubstep, kicks, sampling, manipulation and synthesizers
• explain the effect of reverb, skittering, bass drop and loops, for example, on tone colour and texture
• write a focused, detailed and clearly structured response which used appropriate language in relation to technology and the stated concepts.

Areas for students to improve include:

• ensuring responses are legible and diagrams are clearly labelled
• addressing all aspects of the question
• developing a greater understanding of tone colour in relation to technology.

Question 4

In better responses, students were able to:

• use musical terminology accurately and appropriately
• make perceptive musical observations using a variety of music concepts and relate these to unity and contrast
• recognise the instrumentation accurately and describe the roles of instruments in relation to both unity and contrast
• describe in detail the changes that occurred throughout the excerpt and relate these to both unity and contrast.

Areas for students to improve include:

• structuring answers chronologically to avoid repetition and confusion
• analysing texture by describing the layers and their relationship rather than relying on a label such as ‘polyphonic’
• using relevant and clearly labelled diagrams to support observations
• expanding answers to include a discussion of more than one concept when describing unity and contrast
• ensuring they understand the difference between variety and contrast.