Music 1 2021 HSC exam pack

In better responses, students were able to:

• use an effective balance of repetition and contrast to develop ideas efficiently and musically within the given timeframe
• compose a piece with a cohesive structure using a creative manipulation of the concepts
• provide textural diversity throughout the composition
• notate an accurate and detailed score, including all necessary performance directions
• make considered decisions about the horizontal and vertical treatment of pitch
• demonstrate an understanding of range, registers, and voicings for the performing media.

Areas for students to improve include:

• developing fewer musical ideas rather than using repetition, or inclusion of too many new ideas
• creating smoother transitions
• ensuring the recording is an accurate representation of the score
• expanding the use of harmonic language
• understanding score conventions in relation to the selected performing media.

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:

• include accurate and appropriate musical terms whilst drawing evidence from specific figures and motifs within the excerpt
• elaborate, draw conclusions or provide a musical context for each point
• use well labelled or clearly explained diagrams and notation (graphic or traditional), to enhance the response.

Areas for students to improve include:

• focusing on duration and pitch, rather than listing musical events, or referring to other concepts outside the scope of the question
• removing subjective or emotive language which focuses on storytelling or feelings
• understanding the detail required for each concept rather than reducing duration and pitch to their most simplistic forms.

Question 2

In better responses, students were able to:

• describe in detail the roles of each layer of sound by referencing the performing media and presenting observations in sequential order
• demonstrate an aural understanding of the relationship between the melodic, harmonic and rhythmic roles in the vocal line, backing vocals, bass guitar and drums
• identify and highlight the roles of individual instruments
• provide a detailed analysis of the music which correlates to the musical changes in the excerpt, whilst staying within the parameters of the question.

Areas for students to improve include:

• exploring the changing roles of the instruments and how they develop to facilitate a more detailed analysis
• understanding the musical concepts discussed in the response and using the correct musical vocabulary to support each point
• ensuring every layer of sound is discussed in detail
• providing an analytical response rather than a list of general observations.

Question 3

In better responses, students were able to:

• demonstrate a strong understanding of tone colour by using appropriate terms and effective descriptions of the sound of each individual instrument and/or the combination of instruments
• discuss the method of sound production and playing techniques and the aural impact this has on the tone colour
• make comparisons, either between individual tone colours within one version of the excerpt or between the two excerpts
• summarise effectively the similarities and differences, ensuring a comparison is clear
• identify correctly the instruments used and the tone colour created.

Areas for students to improve include:

• understanding how playing techniques, register and range create changes in tone colour
• using comparative statements rather than just listing observations on tone colour
• identifying orchestral instruments correctly
• confusing tone colour with other concepts, particularly texture
• explaining the aural impact of tone colour by using appropriate musical language and terms.

Question 4

In better responses, students were able to:

• provide a well-organised and detailed response, discussing unity and contrast between the two works and within each work
• understand the structure by clearly identifying each section, exploring a range of concepts within each section and linking these observations to unity and contrast
• demonstrate high level aural awareness, by describing details such as 5/8-time signature: 3+2 grouping with accents on beats 1 and 4
• identify performing media such as tenor solo vocal, children's choir, piccolo, bongo and muted trumpet and describe in detail their contrasting colours.

Areas for students to improve include:

• addressing the question and discussing how contrast and unity is achieved, rather than just listing a series of brief statements
• including vague or poorly labelled diagrams which do not relate to the question
• developing aural awareness, particularly in relation to correct identification of performing media and the use of tone colour
• ensuring all observations relate to the concepts of music and do not rely on emotive descriptions
• writing succinct accurate responses which include the use of correct musical terms.