Music 1 2022 HSC exam pack

Students should:

• select repertoire that matches their technical ability and highlights musical strengths
• demonstrate stylistic understanding through, the use of appropriate expressive techniques
• be aware of the total musical outcome if a combination of instruments is presented, for example, voice and guitar
• check balance to ensure the positioning of the markers has been considered
• tune instruments carefully and check equipment prior to the examination
• consider stamina and changes of ensemble when establishing order of performance pieces in their program.

In better performances, students were able to:

• present a technically secure performance of the chosen repertoire
• display musical sensitivity and stylistic understanding
• demonstrate structural understanding with attention to fluency and transitions
• maintain engagement and momentum in each performance piece
• present a well-rehearsed performance that highlights solo skills and/or ensemble interaction.

Areas for students to improve include:

• ensuring sound checks are short, efficient and pre-planned
• ensuring appropriate cuing of backing tracks to ensure a secure entry
• preparing backing tracks to include silence to allow your teacher to leave the room
• checking tuning of instruments when using a backing track
• avoiding brief performances that do not allow exploration of musical contrast
• rehearsing in the examination venue prior to the exam with attention to balance, blend and appropriate volume
• ensuring both candidates, when marked concurrently in the same performance, demonstrate equivalent musical material during the performance
• being familiar with equipment and technology used, for example, microphones, loop pedals and amplifiers.

In better responses, students were able to:

• demonstrate structural awareness and manipulate musical concepts effectively to balance repetition, contrast and development of ideas
• present accurate and detailed notation, providing all necessary performance directions and observations of score conventions, appropriate to the style
• compose in ways that are playable, realistic, and structurally coherent
• develop melodic and rhythmic ideas creatively with varied melodic, rhythmic and tone colour options
• develop stylistic ideas representing the chosen genre, form and style, and their conventions
• use the chosen performing media in ways that explores interaction, variety and development of ideas evenly.

Areas for students to improve include:

• gaining familiarity with chosen performing media, including idiomatic writing and practical capabilities
• reviewing the submitted score thoroughly, including scrutiny of computer-generated notation
• creating textural interest through changes in density, interaction between parts and changes in roles
• using the given time limit judiciously and avoiding repetitive material.

Students should:

• provide a structured outline summary using the (M2) form, copied for use by the student and the examiners
• ensure the summary sheet (M2) content can be discussed within the 10-minute time frame
• prepare a well-defined musicological focus
• practise the skill of two-way discussion in response to short musical excerpts.

In better responses, students were able to:

• effectively discuss their chosen focus using a range of short musical excerpts and/or practical demonstrations
• articulate an understanding of musical terms linked to wider listening
• demonstrate familiarity with the viva-voce process through appropriate use of technology.

Areas for students to improve include:

• discussing musical observations without reference to digital slides, cue cards or extra notes
• preparing for a two-way discussion where the student leads the viva-voce and responding to questions from the examiners
• using an appropriate range of musical excerpts and/or demonstrations within the timeframe allocated.

Students should:

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

Question 1

In better responses, students were able to:

• describe in detail the key aspects of melodic and harmonic devices used in the excerpt
• focus on the use of pitch using graphic notation and/or labelled diagrams with identification of intervals and/or chords to support the description.

Areas for students to improve include:

• describing pitch use in detail, with appropriate terms
• using graphic notation effectively to support the observations made
• understanding the differences between musical concepts when responding to aural excerpts.

Question 2

In better responses, students were able to: 

• explain in detail how repetition is used by referencing accurate performing media and presenting observations and examples in order
• demonstrate an aural understanding of the relationship between the melodic, harmonic, and rhythmic roles in the layers of the excerpt
• identify the roles of individual instruments
• explain how repetition is used in the excerpt integrating notation. For example, graphic scores should be labelled clearly with accurate traditional notation
• provide a detailed analysis of the music which correlates to the repetition in the excerpt. 

 Areas for students to improve include: 

• identifying different roles/names of specific performing media, discussing how repetition is used
• understanding the musical concepts discussed in the response and using the correct musical vocabulary to support points
• ensuring observations are supported by musical detail
• providing a focused response about how repetition is used rather than general observations.

Question 3

In better responses, students were able to: 

• clearly distinguish between the sections of the excerpt using appropriate descriptions or labels
• accurately identify specific performing media and describe their role in each section
• make links between texture and structure by describing textural changes between and within sections
• use appropriate terms and/or notation to describe the sections and layers in detail
• discuss the use of other concepts in relation to texture and structure.

Areas for students to improve include: 

• using well labelled and accurate diagrams showing sections and layers, not just density
• using texture terms accurately and avoiding the misuse of ‘monophonic’ and ‘heterophonic’
• adding detailed descriptions demonstrating aural awareness and musical understanding
• organising observations into a clear and coherent response focusing on the targeted concepts
• avoiding confusion between texture and tone colour.

Question 4

In better responses, students were able to:

• analyse the use of tone colour and explain in detail how contrast is achieved in each section
• use accurate terms demonstrating aural awareness and understanding of instrumental tone colours
• link each musical observation with a description of the effect on tone colour and/or contrast
• provide specific musical examples relating to tone colour and/or contrast.

Areas for students to improve include:

• analysing the use of tone colour in the excerpt by explaining in detail how contrast is achieved
• identifying specific examples showing a link between tone colour and contrast in the excerpt
• developing ways to describe tone colour and contrast.