Music Extension 2022 HSC exam pack

Two solo pieces

Students should:

• select technically demanding repertoire that demonstrates excellent proficiency
• choose repertoire that highlights musical sophistication and comprehensively explores stylistic nuance
• demonstrate high levels of refinement and personal engagement in the selected repertoire.

In better performances, students were able to:

• perform repertoire that demonstrates technical skill, expressive and musical capabilities
• develop physical and mental stamina to perform the entire program
• demonstrate a variety of dynamics, articulations, and tonal shadings
• engage thoroughly in the performance, with a strong connection to the style.

Areas for students to improve include:

• having an in-depth knowledge of stylistic nuance and how to communicate this successfully
• avoiding short repertoire that did not show breadth of performance skills
• selecting repertoire that highlights musical strengths and technical abilities
• ensuring two solo chosen works are contrasting
• rehearsing in the performance space prior to the exam.

Ensemble piece

Students should:

• choose repertoire in which the musical interest is shared between the ensemble members and different roles are explored
• work with ensemble members who are suitably matched in technical skill, have adequate rehearsal time and are well positioned and balanced
• demonstrate excellent ensemble communication and interaction with the ability to lead the ensemble with subtlety and sophistication, ensuring seamless transitions between ensemble roles.

In better performances, students were able to:

• purposefully lead the ensemble with awareness of the interdependence of all parts
• demonstrate intuitive understanding of different roles
• show musical sophistication and sensitivity in a sustained manner throughout the performance

Areas for students to improve include:

• understanding the interactive nature of ensemble repertoire as distinct from solo with ensemble backing
• selecting repertoire that allows the candidate to perform with accompanists that complement their technical skills
• ensuring the ensemble is balanced and rehearsed in the performance space to develop the performance over time.

Students should:

• be adventurous in their harmonic decisions and use of structure
• explore instrumental colours and the potential of their performing media
• consider familiar performing media, both solo and ensemble
• plan carefully before computer notation entry
• avoid being derivative at the cost of creativity and originality.

In better responses, students were able to:

• explore extended performing techniques in the chosen style
• employ seamless transitions within highly coherent and often organic musical structures
• include refined expressive and technical details
• reveal a genuine personal voice and/or sophisticated harmonic devices
• use performing media economically and subtly
• make choices and timely changes in texture to provide contrast and relief.

Areas for students to improve include:

• understanding of instrumental/vocal ranges and abilities
• considering structure with regards to contrasting material, for example, in a programmatic composition
• attempting overly complex musical outcomes and overworking of material within the given time limit.

Students should:

• develop a clear and original hypothesis that is achievable
• analyse primary sources that enhance the overall discussion ensuring selected scores and sound are supportive of the hypothesis
• use concise musical language supported by evidence from primary sources
• show an engagement and connection to the chosen works
• develop a sustained argument to continually support the hypothesis
• use a wide range of reputable sources, clearly acknowledging and referencing both the bibliography and body of the extended response.

In better responses, students were able to:

• develop a clear and original hypothesis that is sustained throughout
• demonstrate a deep analytical understanding through musical detail and well-annotated primary sources
• select works that connect clearly to the hypothesis and communicate a genuine engagement with the chosen repertoire
• synthesise ideas and draw authentic, valid and meaningful conclusions.

Areas for students to improve include:

• selecting a repertoire through wider listening demonstrating deeper understanding of the chosen topic/style/repertoire
• exploring a range of musical features demonstrating understanding of the repertoire
• analysing carefully selected works, using a range of musical vocabulary to provide a detailed discussion
• avoiding superficial language and/or relying on secondary sources to provide analysis
• developing an attainable hypothesis that flows through logical analysis to a clear and relevant conclusion  
• developing a cohesive, well-structured response integrating primary sources into the discussion.