Music 2 2016 HSC exam pack

Candidates showed strength in these areas:

• selecting and presenting a repertoire that fully demonstrated engagement and interpretation across the chosen genre
• familiarity in presenting repertoire in the venue of the performance, with the chosen accompaniment
• conveying and sustaining stylistic understanding and expression
• presenting repertoire that reflects the diversity offered by the mandatory topic
• performing with secure and consistent intonation, combined with sustained technical facility
• creating and communicating effectively within the ensemble cohesion through rapport with accompanying musicians.

Candidates need to improve in these areas:

• selecting and presenting the repertoire at an appropriate level to ability
• presenting programs that demonstrate balance and communication between the accompaniment and/or ensemble
• ensuring accompanists are familiar with, and have adequately rehearsed the repertoire to support the performance
• preparing performances that avoid repetitive interpretation and exploring the structural and stylistic nuances
• ensuring that performances and overall programs comply with the examination time limit
• exploring and conveying the musical understanding of the chosen genre
• ensuring that tuning, combined with tonal and pitch control, are an integral part of the performance outcome.

Sight singing

Candidates showed strength in these areas:

• using the two minutes for vocalisation, often singing the scale of the example at the commencement of the time
• giving attention to difficult intervals and passages to ensure accurate pitch and rhythmic interpretation
• contextualising the key signature and tonality of the piece.

Candidates need to improve in these areas:

• awareness of vocal range and confidence in singing aloud when practising
• singing a range of tonalities (major and minor keys) and time signatures with varied intervallic distances
• developing rhythmic interpretation by having a pulse or beat while rehearsing
• having a clear strategy and approach.

Core

Candidates showed strength in these areas:

• providing score detail incorporating idiomatic instrumental devices
• creating structural unity
• presenting engaging initial musical ideas.

Candidates need to improve in these areas:

• exploring the potential of chosen performing media
• using effective transitions and clearer development of ideas
• showing textural awareness.

Elective

Candidates showed strength in these areas:

• reflecting study of the additional topic by demonstrating stylistic features of the chosen topic to develop a conceptual model
• allowing a personal voice to emerge
• demonstrating knowledge of the chosen performing media in the composition
• Effectively using the three minute time frame to form structures which reflected stylistic understanding through thorough planning
• understanding and using a sense of ‘space’ effectively to achieve textural variety.

Candidates showed strength in these areas:

• annotating score examples to support observations, including instrument names and clefs
• explaining the use of rhythmic, melodic and harmonic material in the works chosen
• maintaining a musicological focus and direction using evidence.

Candidates need to improve in these areas:

• avoiding narrative, pictorial and/or historical descriptions
• including annotations, references or audio for large score extracts included
• selecting musical styles and examples that provide scope for analysis.

Solo and ensemble performance

Candidates showed strengths in these areas:

• selecting repertoire that showcased expertise and a range of expressive techniques and musical strengths
• being well prepared
• displaying ensemble cohesion and perceptive sharing of material
• presenting with stylistic awareness and attention to musical detail
• showing maturity of interpretation, technical skill and expressive nuances.

Candidates need to improve in these areas:

• selecting repertoire that demonstrates solo/ensemble skills
• choosing repertoire for ensembles which shares melodic material between ensemble members
• developing physical and mental stamina to perform entire programs of challenging repertoire
• demonstrating an interaction of parts and awareness of role in the ensemble.
• ensuring that the repertoire is at an appropriate level of rigour.

Elective composition

Candidates showed strength in these areas:

• using concepts such as tone colour (performing media choices), pitch (register) and texture to create successful distinctive sound worlds in the compositions
• developing a conceptual framework for compositions by combining acoustic and electro-acoustic mediums to achieve creative outcomes
• exploring adventurous harmonic and rhythmic constructions
• exploring idiomatic possibilities of the chosen instrumentation
• taking successful musical risk without overworking compositional devices/material.

Candidates need to improve in these areas:

• demonstrating musical knowledge within the composition by providing all detailed score conventions annotated on the score itself, for example: tempo, bowing, breathing, dynamics, articulation, phrasing, pedalling
• providing enough technical information for the composition to be replicated, for example: settings; sound sources; equipment required
• resisting the temptation to present too many musical ideas within the time limits of the task
• considering apportioning of structures/ideas to achieve musical coherence
• avoiding cluttered scores; considering space between systems/staves especially to ensure clarity of expressive detail.

Elective musicology

Candidates showed strength in these areas:

• presenting clear and well-defined hypotheses
• providing relevant score examples.

Candidates need to improve in these areas:

• using primary sources in the analysis with detailed musical terminology, labelled and referenced, rather than relying on secondary sources and historical information as the main focus of discussion
• selecting topics that allow for creative and unique observations with supporting score excerpts
• labelling and referencing scores and musical examples.

Question 1

Candidates showed strength in these areas:

• identifying and describing a range of compositional devices accurately and in detail (part a)
• identifying how pitch is used, rather than providing a list of observations relating to pitch (part b)
• identifying texture and changes in texture throughout the excerpt (part c)
• referencing the score accurately to support statements about compositional devices, pitch and texture (parts a, b & c).

Candidates need to improve in these areas:

• identifying and describing compositional devices, as opposed to identifying and describing the use of a concept of music (part a)
• identifying key and/or tonality through accurate reading of key signatures (part b)
• using appropriate musical terminology to describe texture (part c)
• identifying the difference between homophonic, polyphonic and monophonic textures (part c).

Question 2

Candidates showed strength in these areas:

• identifying and describing a range of compositional devices accurately and in detail (part a)
• identifying how pitch is used, and not just providing a list of observations relating to pitch (part b)
• identifying texture and changes in texture throughout the excerpt (part c)
• referencing the score accurately to support statements about compositional devices, pitch and texture (parts a, b & c).

Candidates need to improve in these areas:

• identifying key and/or tonality through accurate reading of key signature (part b)
• using appropriate musical terminology to describe texture (part c)
• identifying the difference between homophonic, polyphonic and monophonic textures (part c).

Question 3

Candidates showed strength in these areas:

• exploring in detail how tone colour is used (part a)
• using a range of concepts to analyse how musical contrast and unity are achieved (part b).

Candidates need to improve in these areas:

• correctly identifying and referring to specific instruments, orchestral sections and grouping to describe tone colour (part a)
• supporting with appropriate score references (part b)
• using musical terminology for rich analysis rather than relying on over-descriptive extra-musical language (part b).

Question 4

Candidates showed strength in these areas:

• discussing the ‘development of ideas’
• identifying similarities and differences in both works discussed.

Candidates need to improve in these areas:

• analysing relevant concepts of music in relation to the additional topic repertoire
• using musical examples in relation to the question
• using concepts of music that relate to supporting musical examples.