Music 2 2021 HSC exam pack

In 2021, due to COVID-19, the HSC examinations for some courses were cancelled or the requirements adjusted, and no HSC feedback is available.

Please refer to marking feedback previously published for this component.

Core

In better responses, students were able to:

• create, develop, and sustain musical ideas in a cohesive structure
• demonstrate a detailed understanding of the capabilities of the chosen performing media and their relationships within the work
• create a highly stylised composition by successfully exploring all concepts of music
• demonstrate sophisticated textural interplay
• take measured stylistic and creative risks to sustain interest throughout the composition.

Areas for students to improve include:

• understanding score conventions in order to write successfully for the performing media
• planning the structure of their response carefully and focusing on the development rather than repetition of musical ideas
• expanding the use of harmonic language
• understanding piano writing and, in particular, the effective use of voicings
• exploring the capabilities of performing media including range, register and, the resulting tone colours.

Elective

In better responses, students were able to:

• sustain interest through the successful manipulation of compositional devices
• display an understanding of each musical concept and the interrelatedness between the concepts
• show a strong understanding of vocal and instrumental idioms, including the limitations of acoustic instruments
• express themselves creatively and economically, displaying an authentic sense of style
• notate comprehensive scores with every nuance indicated, ensuring the performance can be directly replicated.

Areas for students to improve include:

• working within the given time limit and recognising the appropriate time to finish the composition
• creating tight, cohesive musical structures with consideration given to seamless transitions
• including sophisticated ideas which sustain interest throughout the composition
• having a clear understanding of the stylistic features of the topic represented
• proofing scores carefully before submission.

In better responses, students were able to:

• use detailed and sophisticated analysis from primary sources as the basis for the essay
• structure essays by using sub-headings to provide a balanced discussion
• maintain a musicological focus and develop ideas in a sustained and coherent way
• include short, clearly annotated, and relevant score and audio examples in the body of the essay to support the discussion
• use correct musical terminology to enhance analysis.

Areas for students to improve include:

• overusing historical, social, and cultural references
• analysing correctly, the use of chords, particularly chords with added notes
• selecting topics which allow for rich analysis
• discussing the interrelationship of the musical concepts
• providing consistent in-depth analysis which is sustained throughout the essay.

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:

• identify the roles of each instrument (melodic, harmonic and accompaniment) and outline the function of the canonic entry (a)
• describe the different uses of expressive techniques using the correct terminology (b)
• include detailed and accurate observations of pitch, including the identification of tonality, scale forms, chord construction and intervallic shape (c).

Areas for students to improve include:

• recognising the use of canonic entries (a)
• differentiating between composition techniques and expressive techniques (b)
• exploring their understanding of pitch, including harmonic and melodic material (c).

Question 2

In better responses, students were able to:

• identify and accurately notate the pitch, recognising the intervallic relationships between different pitches (a)
• notate the rhythm accurately (particularly in the opening bars), while also recognising the placement of rests in bars 5 and 6 (a)
• identify and describe the relationships between the different instrumental parts, including the accompanying ideas in the strings (b)
• incorporate a variety of musical concepts in the discussion, including texture and tone colour (b).

Areas for students to improve include:

• using the provided pitches and rhythm to help guide the placement of notes (a)
• recognising the overall melodic shape and tonality of the excerpt (a)
• identifying common melodic patterns such as arpeggios, scales, and broken chords (a)
• understanding the implications of transposing instruments on pitch for example, Clarinet in A (b)
• using more sophisticated vocabulary to describe the appearance, treatment, and development of different musical ideas for example, fragmentation and sequence (b).

Question 3­­

In better responses, students were able to:

• identify a range of musical features from a variety of concepts which created tension and resolution in the excerpt (a)
• describe in detail the features which created tension, including specific chordal, harmonic, and melodic progressions (a)
• refer to specific examples in the score that best illustrated tension in the excerpt (a)
• describe the textural roles of each section with specific and detailed descriptions of the relationship between the layers (b).

Areas for students to improve include:

• using accurate musical terms and avoiding descriptions of tension without referencing specific examples (a)
• focusing on substantial aspects of tension rather than superficial observations (a)
• identifying the use of texture accurately by including the correct terms to enhance the response (b)
• demonstrating an understanding of score directions (a, b).

Question 4

In better responses, students were able to:

• address the question with an ability to demonstrate and sustain an appropriate depth of analysis of their chosen works
• articulate appropriate musical terms with a cohesive and concise response, addressing the three chosen works
• provide highly relevant musical features which link to ‘performer freedoms’ by selecting well-chosen quotes
• synthesize, compare and interpret the extent of freedoms in a variety of contexts and musical genres.

Areas for students to improve include:

• understanding the context of the question and selecting relevant concepts of music for discussion
• avoiding generalisations and broad statements which often results in irrelevant material in the response
• interpreting the performance directions from the given score to show a deeper understanding of the aural impact
• providing a balanced discussion of the three works which reference the question.