Music Extension 2017 HSC exam pack

Two solo pieces

Students should:

• choose repertoire that matches their technical ability, demonstrates their strengths, and allows them to demonstrate sophisticated stylistic understanding.

In better responses, students were able to:

• perform with a focus on musical, rather than technical, considerations in order to enhance contrasts and personal expression
• demonstrate a variety of dynamics, articulations and tonal shading
• thoroughly engross themselves in their performances and demonstrate a strong connection to the style.

Ensemble piece

Students should:

• choose repertoire with sufficient ensemble interaction and sharing of musical material
• select ensemble members who are suitably matched in technical skill, have adequate rehearsal time, and are well positioned and balanced
• demonstrate clear ensemble direction in musically appropriate ways and avoid physically exaggerating gestures or conducting when it is not required.

Teachers should:

• guide and advise students about appropriate repertoire choice, but also make sure students have a major role in the selection
• schedule the Music 2 and Music Extension programs separately. This gives students the best opportunity to perform at their best, and minimises delays in the marking process
• provide adequate opportunities for students to rehearse, perform and receive feedback in the examination space and familiarise them with examination processes and regulations.

In better responses, students were able to:

• choose repertoire that allows them to demonstrate solo and accompanying roles and seamless transitions between these varying ensemble roles
• demonstrate excellent ensemble communication and interaction, including the ability to lead the ensemble with subtlety and sophistication, but also to follow and accompany other musicians when musically appropriate.

Students should:

• be aware of missing passages and or sound files
• avoid reliance on notational software which often exposes a lack of understanding of idiomatic writing
• avoid being too derivative at the cost of creativity and originality.

In better responses, students were able to:

• display originality and a sophisticated personalised voice
• demonstrate a strong conceptual focus where proportion, balance and space are used effectively.

Students should:

• avoid superficial or sweeping statements
• have a balance of prose and supporting musical examples
• demonstrate structural awareness and ensure the sound files relate to the content.

In better responses, students were able to:

• present a well-defined hypothesis which allowed for a fully explored and sustained argument
• use fluent and seamless prose with well-integrated and annotated scores and sound files
• provide a highly detailed discussion of concepts supported by excellent musical examples.