Music 1 2020 HSC exam pack

Students should:

• choose repertoire tailored to their strengths
• use appropriate expressive techniques
• demonstrate stylistic understanding
• note that if any combination of two instruments is presented, e.g. voice and guitar, the total musical outcome will be marked
• check balance to ensure that the positioning of the markers has been considered
• tune instruments carefully.

In better performances, students were able to:

• present repertoire that is technically secure
• display personal engagement and stylistic understanding
• demonstrate structural awareness with attention to transitions
• maintain engagement and momentum throughout the duration of the piece.

Areas for students to improve include:

• ensuring sound checks are short, efficient and pre-planned
• appropriate cuing of backing tracks to ensure a secure entry
• avoiding brief performances that do not allow exploration of musical variety
• rehearsing in the examination venue prior to the exam with attention to balance, blend and appropriate volume.

In better responses, students were able to:

• explore the capabilities of performing media and the relationships between elements
• represent the chosen topic with idiomatic ideas which display an extensive stylistic understanding
• produce a detailed and accurate score which includes appropriate performance directions
• show sophisticated and original treatment of the concepts in a musically successful way
• maintain musical interest by developing coherent ideas in a structurally sound composition.

Areas for students to improve include:

• avoiding unnecessary repetition and adhering to the time limit
• ensuring electronic music is notated in full and provides enough variety to maintain interest
• focusing on the accuracy of the score and include detailed performance directions for all parts, particularly in relation to contemporary scores
• writing within the capabilities of the instruments and keeping in mind the range and register of the performing media
• creating coherent structures.

Students should:

• provide a structured outline summary using the NESA provided summary sheet
• ensure the summary sheet content can be discussed within the 10-minute time frame
• prepare a well-defined musicological focus
• not speak over audio excerpts.

In better responses, students were able to:

• use audio examples, practical demonstrations and scores to demonstrate their focus
• discuss musical features rather than providing background context
• discuss concepts using relevant musical terminology
• avoid generalisations and repetition
• draw conclusions using an appropriate range of musical examples.

Areas for students to improve include:

• having audio examples cued and ready to play
• being prepared to discuss musical features rather than present a prepared speech
• the ability to demonstrate an understanding of the topic.

Students should:

• read the question carefully to ensure that they do not miss important components of the question
• have a clear understanding of key words in the question and recognise the intent of the question and its requirements
• develop a plan for an extended response to assist with the logical sequencing of information
• use relevant concepts and terms, where appropriate, to support their response
• present a logical and cohesive response that addresses the question
• engage with any stimulus material provided and refer to it in the response
• review their response to ensure that it addresses the question requirements.

Question 1

In better responses, students were able to:

• describe a structure and justify it by discussing the musical material played by each of the performing media
• provide specific musical examples as evidence for discussion
• embed appropriate musical terminology into sentences to help clarify the response
• include descriptions of diagrams or graphic notation
• discuss unifying features such as ostinati or recurring patterns.

Areas for students to improve include:

• providing breadth to the response by drawing on multiple concepts to enhance the discussion of structure
• ensuring a deeper understanding of what constitutes structure
• avoiding subjective points related to mood or emotions
• avoiding generic descriptions of the concepts that do not mention specific examples from the listening excerpt.

Question 2

In better responses, students were able to:

• discuss the use of dynamics and expressive techniques, and tone colour using sophisticated metalanguage and specific examples and observations from the excerpt
• include labelled diagrams or graphic notation to further demonstrate the links between tone colour and dynamics and expressive techniques
• draw musical conclusions in relation to dynamics and expressive techniques and tone colour
• provide a clearly organised and in-depth response outlining the sequence of events referencing only tone colour and dynamics, and expressive techniques.

Areas for students to improve include:

• addressing both concepts using appropriate terminology to enhance the response
• avoiding narrative that does not have a musicological focus
• ensuring a greater understanding of tone colour to avoid using emotive language which does not relate to the question
• writing legible, relevant and clearly structured responses.

Question 3

In better responses, students were able to:

• make detailed reference to relevant musical concepts, describing the interrelationship and how tension was created
• provide highly perceptive observations, particularly referencing texture, and how specific layering created tension
• use clearly labelled diagrams to enhance their response
• articulate a clear and succinct response which included an excellent command of musical terminology.

Areas for students to improve include:

• musical examples without reference to where in the excerpt these occurred
• labelling and explaining all graphic notation
• making generalisations which are supported with musical examples from the excerpt
• listing observations related to the concepts rather than referencing how tension is created
• use correct musical terminology.

Question 4

In better responses, students were able to:

• identify and highlight key elements of duration and other concepts in relation to how musical interest is achieved
• provide a detailed analysis of the excerpt with reference to how musical interest is achieved
• identify complex rhythmic and tempo changes including numerous musical examples to support the analysis
• organise a logical and clearly articulated response, which correlates to the musical changes in the excerpt.

Areas for students to improve include:

• providing an analytical response rather than general observations
• understanding the question in terms of ‘musical interest’ and relate this to duration and one other concept
• giving detailed musical examples to support their analysis
• avoiding repetition of ideas and discussing concepts of music rather than the question stated.