Year 11 Student Responses, 2005



Student 1

a) Stick with cowbell for one bar – phrases 2 bars

(Monophonic – soprano voice female – mostly repeated

(Homophonic – harmony singers 3rd lower

Polyphonic - sustains the notes, then singer

Female singer – strong.

(Added texture throughout the song

(Little contrast in notes; mostly in steps.

(Cowbell is throughout the song.

(There was 2 phrases both repeated 4 times each with added texture

b) Opened with female singing then added texture

(Bongos are being used, more beats per bar

(Singer is singing higher and stronger

(The back-up singers 5th lower, shortens note value

(Main singer sustains her notes – longer note values than previous

(The texture at the beginning was\monophonic when only the soprano was singing but when drums and harmony singers came in it changed to polyphonic. Unlike the first part that kept on adding new texture.

(Dynamics – decrescendo and crescendo used

(Melisma is used and other decorations are added each time she repeats the same words - use of chromaticism

(More use of notes – range, more variety of pitch, note values and dynamics

(Higher key

(Crescendos are\ used for last note of back-up singers; also note has added note

value

|Discuss the phrasing and texture of this excerpt. |

|6 Marks |5 Marks  |4 Marks |3 Marks |2-0 Marks |

|Demonstrates a comprehensive |Demonstrates highly developed|Demonstrates developed |Demonstrates sound |Demonstrates limited |

|knowledge and understanding |knowledge and understanding |knowledge and understanding |knowledge and understanding|knowledge and understanding |

|of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |

|Clearly articulated response |Detailed response with |Discusses in some detail |Discusses in basic detail |Discusses in brief detail |

|with reference to specific |reference to specific |with reference to examples. |with reference to limited |with reference to little/no |

|examples. |examples. | |examples. |examples. |

|Accurately identifies the |Correctly identifies the |Identifies the different |Identifies some of the |Briefly identifies the |

|different layers and |different layers and |layers and instrumentation. |different layers and |different layers and |

|instrumentation.  |instrumentation.  | |instrumentation. |instrumentation.  |

|Accurately justifies phrase |Identifies phrase length and |Correctly identifies |Identifies some phrasing |Briefly identifies phrasing|

|length and phrase structure. |phrase structure. |phrasing techniques |techniques |techniques |

|Comprehensive use of |Highly Developed use of |Developed use of terminology|Sound use of terminology |Limited use of terminology |

|terminology |terminology | | | |

|Mark 3.5/6 |

|With reference to the musical concepts, discuss the contrasts between this excerpt and the first one. |

|10-8.5 Marks  |8-7.5 Marks  |7-6.5 Marks |6-5 Marks |4-0 Marks |

|Demonstrates a comprehensive |Demonstrates a highly |Demonstrates a developed |Demonstrates a sound |Demonstrates a limited |

|understanding of contrast by |developed understanding of |understanding of contrast |understanding of contrast by |understanding of contrast by |

|discussing ALL concepts of |contrast by discussing the |by discussing most of the |discussing some of the |discussing little/no concepts|

|music, with reference to both|majority of the concepts of |concepts of music, with |concepts of music, with |of music, with little/ no |

|excerpts. |music, with reference to both|reference to both |reference to both excerpts. |reference to neither |

| |excerpts. |excerpts. | |excerpts. |

|Provides highly detailed |Provides detailed examples to|Discusses examples to |Limited discussion regarding |Provides limited or no |

|examples to support response.|support response. |support response. |examples to support response.|examples to support response.|

|Comprehensive use of |Highly Developed use of |Developed use of |Sound use of terminology |Limited use of terminology |

|terminology |terminology |terminology | | |

|Mark 6/10 |

Total Mark 9.5/16

Comments:

You have provided some good points, but you need to provide more detail and examples. You need to work on discussing what you hear through the excerpts using the concepts of music and how the musical concepts create contrast. Provide clear points that explain what the concept is doing and where it is in the excerpt. Don’t just write one word or limited word dot points.

Student 2

a) Starts off with a capella solo voice, with drums

(As the music progresses, more voices are put in giving texture, singing the same phrase over and over against or with one another

(Towards the end you get this rich effect when the lower register voices are added giving a padding effect and filling out the sound, adding texture as well.

(The drums accompaniment with the voices is wooden in tone colour and provides an ostinato throughout. With the extra voices, it also provides harmony

(Voices singing sustained notes underneath or on top of the phrases gives it, again more texture.

b) In this excerpt:

(There is a female solo vocalist accompanied by several female voices. These voices underneath provide long, sustained chords, providing harmony and added texture.

(The female solo vocalist improvises the main phrase sung in the first excerpt. She uses scatting and extends the pitch range. She also uses glissandos

(The bongo drums provide rhythm without being too piercing – again an ostinato

(This excerpt is different because you don’t get the gradual giving of texture, it stays the same the whole way through

(Lots of dynamic contrast in the female vocalist and accompaniment voices. As the soloist gets louder the pitch becomes higher. This give a suspenseful

|Discuss the phrasing and texture of this excerpt. |

|6 Marks |5 Marks  |4 Marks |3 Marks |2-0 Marks |

|Demonstrates a comprehensive |Demonstrates highly developed|Demonstrates developed |Demonstrates sound |Demonstrates limited |

|knowledge and understanding |knowledge and understanding |knowledge and understanding |knowledge and understanding|knowledge and understanding |

|of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |

|Clearly articulated response |Detailed response with |Discusses in some detail |Discusses in basic detail |Discusses in brief detail |

|with reference to specific |reference to specific |with reference to examples. |with reference to limited |with reference to little/no |

|examples. |examples. | |examples. |examples. |

|Accurately identifies the |Correctly identifies the |Identifies the different |Identifies some of the |Briefly identifies the |

|different layers and |different layers and |layers and instrumentation. |different layers and |different layers and |

|instrumentation.  |instrumentation.  | |instrumentation. |instrumentation.  |

|Accurately justifies phrase |Identifies phrase length and |Correctly identifies |Identifies some phrasing |Briefly identifies phrasing|

|length and phrase structure. |phrase structure. |phrasing techniques |techniques |techniques |

|Comprehensive use of |Highly Developed use of |Developed use of terminology|Sound use of terminology |Limited use of terminology |

|terminology |terminology | | | |

|Mark 3/6 |

|With reference to the musical concepts, discuss the contrasts between this excerpt and the first one. |

|10-8.5 Marks  |8-7.5 Marks  |7-6.5 Marks |6-5 Marks |4-0 Marks |

|Demonstrates a comprehensive |Demonstrates a highly |Demonstrates a developed |Demonstrates a sound |Demonstrates a limited |

|understanding of contrast by |developed understanding of |understanding of contrast |understanding of contrast by |understanding of contrast by |

|discussing ALL concepts of |contrast by discussing the |by discussing most of the |discussing some of the |discussing little/no concepts|

|music, with reference to both|majority of the concepts of |concepts of music, with |concepts of music, with |of music, with little/ no |

|excerpts. |music, with reference to both|reference to both |reference to both excerpts. |reference to neither |

| |excerpts. |excerpts. | |excerpts. |

|Provides highly detailed |Provides detailed examples to|Discusses examples to |Limited discussion regarding |Provides limited or no |

|examples to support response.|support response. |support response. |examples to support response.|examples to support response.|

|Comprehensive use of |Highly Developed use of |Developed use of |Sound use of terminology |Limited use of terminology |

|terminology |terminology |terminology | | |

|Mark 7/10 |

Total Mark 10/16

Comments:

Good attempt overall. You need to review course terminology and use it within your responses. You provide some solid responses and examples, particularly in question two. Consider using a structure/excerpt table for the second question as it will help with the comparison of how the song is different. You struggled to mention phrasing in the first question, remember phrasing is like a musical sentence. Consider how long does the melody do for? Call and response or question and answer? How many phrases? How many times do we hear the phrases? Etc.

Student 3

a)Texture gradually builds, beginning with only a xylophone keeping the beat and solo female lead. Then a 2nd voice enters and a 3rd in harmony. As more vocals enters a 3rd texture becomes more defined with vocals singing lead and accompaniment – different parts but still homophonic. Phrasing is in question and answer form, the same phrase is repeated 4 times.

b)( Female lead vocal singing improv/ scatting over other voices and instruments

( Bongo drum is keeping beat instead of xylophone

( Texture has more layers and is slightly polyphonic

( Clappingis also keeping beat with bongo

( In different form: lead and back-up vocals

( More use of expressive techniques such as scatting and melismas and glissandos and vibrato

( Lead gives wider range, reaching lower note

( Duration is shorter, giving a more upbeat feeling

( Tonality is in a similar major key

( Xylophone also enters adding another layer of texture

(Texture builds very quickly with only clapping to begin with, then most layers enter together at once

|Discuss the phrasing and texture of this excerpt. |

|6 Marks |5 Marks  |4 Marks |3 Marks |2-0 Marks |

|Demonstrates a comprehensive |Demonstrates highly developed|Demonstrates developed |Demonstrates sound |Demonstrates limited |

|knowledge and understanding |knowledge and understanding |knowledge and understanding |knowledge and understanding|knowledge and understanding |

|of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |

|Clearly articulated response |Detailed response with |Discusses in some detail |Discusses in basic detail |Discusses in brief detail |

|with reference to specific |reference to specific |with reference to examples. |with reference to limited |with reference to little/no |

|examples. |examples. | |examples. |examples. |

|Accurately identifies the |Correctly identifies the |Identifies the different |Identifies some of the |Briefly identifies the |

|different layers and |different layers and |layers and instrumentation. |different layers and |different layers and |

|instrumentation.  |instrumentation.  | |instrumentation. |instrumentation.  |

|Accurately justifies phrase |Identifies phrase length and |Correctly identifies |Identifies some phrasing |Briefly identifies phrasing|

|length and phrase structure. |phrase structure. |phrasing techniques |techniques |techniques |

|Comprehensive use of |Highly Developed use of |Developed use of terminology|Sound use of terminology |Limited use of terminology |

|terminology |terminology | | | |

|Mark 5/6 |

|With reference to the musical concepts, discuss the contrasts between this excerpt and the first one. |

|10-8.5 Marks  |8-7.5 Marks  |7-6.5 Marks |6-5 Marks |4-0 Marks |

|Demonstrates a comprehensive |Demonstrates a highly |Demonstrates a developed |Demonstrates a sound |Demonstrates a limited |

|understanding of contrast by |developed understanding of |understanding of contrast |understanding of contrast by |understanding of contrast by |

|discussing ALL concepts of |contrast by discussing the |by discussing most of the |discussing some of the |discussing little/no concepts|

|music, with reference to both|majority of the concepts of |concepts of music, with |concepts of music, with |of music, with little/ no |

|excerpts. |music, with reference to both|reference to both |reference to both excerpts. |reference to neither |

| |excerpts. |excerpts. | |excerpts. |

|Provides highly detailed |Provides detailed examples to|Discusses examples to |Limited discussion regarding |Provides limited or no |

|examples to support response.|support response. |support response. |examples to support response.|examples to support response.|

|Comprehensive use of |Highly Developed use of |Developed use of |Sound use of terminology |Limited use of terminology |

|terminology |terminology |terminology | | |

|Mark 6.5/10 |

Total Mark 10.5/16

Comments:

You have made some good points, however you need to use more detail in your answers and include examples. Use clear concise points about your observations in relation to the question. In question two you need to go further and explain how excerpt two is different to excerpt one. You have only stated things that are different and not explained how they differ. If you are unsure of an instrument explain what it sounds like rather then guessing what it is.

Student 4

a) There is a cowbell that starts and does a constant beat throughout whole extract, rhythmic accompaniment, monophonic

There is a lead vocalist that comes in; polyphonic texture is added when other voices start singing underneath

There is a repeated phrase throughout the whole song

Breaking that phrase into little phrase

Unison with other singing, staccato with voices

Texture starts simple, more harmonic layers build up (voices) Long sustained notes are sung in first part, 2nd part of phrase is short

This is drumbeat

b) There is more of lead vocals being heard, group of voices singing a high pitch, repeated phrase

( Long sutained notes over 2 bars scatting

( Louder dynamics, improvisation, melisma used by lead vocalist

( Lead vocalist slides her voice

( More percussion, 2 drums. Adding layers of sound, shorter duration of lead vocalist notes

( Rhythmic accompaniment has extra layers of drum added, bongos

( Dynamics become softer in back-up singing, then near end of extract it becomes louder at very end. As the choir becomes softer, so does lead vocalists

( Throughout, group singing repeat a phrase, with third part harmony

( Pitch has become higher in this extract than other

( Women’s voices melt together

|Discuss the phrasing and texture of this excerpt. |

|6 Marks |5 Marks  |4 Marks |3 Marks |2-0 Marks |

|Demonstrates a comprehensive |Demonstrates highly developed|Demonstrates developed |Demonstrates sound |Demonstrates limited |

|knowledge and understanding |knowledge and understanding |knowledge and understanding |knowledge and understanding|knowledge and understanding |

|of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |

|Clearly articulated response |Detailed response with |Discusses in some detail |Discusses in basic detail |Discusses in brief detail |

|with reference to specific |reference to specific |with reference to examples. |with reference to limited |with reference to little/no |

|examples. |examples. | |examples. |examples. |

|Accurately identifies the |Correctly identifies the |Identifies the different |Identifies some of the |Briefly identifies the |

|different layers and |different layers and |layers and instrumentation. |different layers and |different layers and |

|instrumentation.  |instrumentation.  | |instrumentation. |instrumentation.  |

|Accurately justifies phrase |Identifies phrase length and |Correctly identifies |Identifies some phrasing |Briefly identifies phrasing|

|length and phrase structure. |phrase structure. |phrasing techniques |techniques |techniques |

|Comprehensive use of |Highly Developed use of |Developed use of terminology|Sound use of terminology |Limited use of terminology |

|terminology |terminology | | | |

|Mark 4/6 |

|With reference to the musical concepts, discuss the contrasts between this excerpt and the first one. |

|10-8.5 Marks  |8-7.5 Marks  |7-6.5 Marks |6-5 Marks |4-0 Marks |

|Demonstrates a comprehensive |Demonstrates a highly |Demonstrates a developed |Demonstrates a sound |Demonstrates a limited |

|understanding of contrast by |developed understanding of |understanding of contrast |understanding of contrast by |understanding of contrast by |

|discussing ALL concepts of |contrast by discussing the |by discussing most of the |discussing some of the |discussing little/no concepts|

|music, with reference to both|majority of the concepts of |concepts of music, with |concepts of music, with |of music, with little/ no |

|excerpts. |music, with reference to both|reference to both |reference to both excerpts. |reference to neither |

| |excerpts. |excerpts. | |excerpts. |

|Provides highly detailed |Provides detailed examples to|Discusses examples to |Limited discussion regarding |Provides limited or no |

|examples to support response.|support response. |support response. |examples to support response.|examples to support response.|

|Comprehensive use of |Highly Developed use of |Developed use of |Sound use of terminology |Limited use of terminology |

|terminology |terminology |terminology | | |

|Mark 5.5/10 |

Total Mark 10.5/16

Comments:

You have some good points, but they need to have more depth and you need to include examples. You need to work on discussing what you hear through the excerpts using musical concepts and how the musical concepts create contrast. Don’t just write one word or limited word dot points, you need to use clear succinct points. Explain what is happening and where it is happening. You tend to repeat yourself, consider using a table with the concepts of music and the two different excerpts to show how they contrast.

Student 5

a) The texture used gradually builds up, it starts with one musical instrument, like a tin can or xylophone, with a voice coming in. Then a second one making the harmony, till finally a third male voice comes in and the texture is more defined and louder. First the vocals are women’s leads, then an accompaniment. Still homophonic. Phrasing – question/answer, then repeats building up with extra vocals. And it is all smoother and flowing. Rhythmic bass doesn’t change. The same phrase is repeated 4 times. It’s in 4/4.

b) All three voices are singing at once

( The female lead breaks off and sings above the other two making harmony

( There are bongo drums keeping the beat

( The form is different with lead and back-up vocals

( Texture is more layered and a little bit polyphonic

( There’s clapping

( Expressive techniques used like glissandos, vibrato

( Shorter length of notes

( Dynamics pretty much stay the same throughout

( Texture builds quickly with only one then layers come in together

( A lot of things happen

( Texture stays the same

( One of the voices are lower compared to the first time, so one higher, two lower

|Discuss the phrasing and texture of this excerpt. |

|6 Marks |5 Marks  |4 Marks |3 Marks |2-0 Marks |

|Demonstrates a comprehensive |Demonstrates highly developed|Demonstrates developed |Demonstrates sound |Demonstrates limited |

|knowledge and understanding |knowledge and understanding |knowledge and understanding |knowledge and understanding|knowledge and understanding |

|of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |

|Clearly articulated response |Detailed response with |Discusses in some detail |Discusses in basic detail |Discusses in brief detail |

|with reference to specific |reference to specific |with reference to examples. |with reference to limited |with reference to little/no |

|examples. |examples. | |examples. |examples. |

|Accurately identifies the |Correctly identifies the |Identifies the different |Identifies some of the |Briefly identifies the |

|different layers and |different layers and |layers and instrumentation. |different layers and |different layers and |

|instrumentation.  |instrumentation.  | |instrumentation. |instrumentation.  |

|Accurately justifies phrase |Identifies phrase length and |Correctly identifies |Identifies some phrasing |Briefly identifies phrasing|

|length and phrase structure. |phrase structure. |phrasing techniques |techniques |techniques |

|Comprehensive use of |Highly Developed use of |Developed use of terminology|Sound use of terminology |Limited use of terminology |

|terminology |terminology | | | |

|Mark 5/6 |

|With reference to the musical concepts, discuss the contrasts between this excerpt and the first one. |

|10-8.5 Marks  |8-7.5 Marks  |7-6.5 Marks |6-5 Marks |4-0 Marks |

|Demonstrates a comprehensive |Demonstrates a highly |Demonstrates a developed |Demonstrates a sound |Demonstrates a limited |

|understanding of contrast by |developed understanding of |understanding of contrast |understanding of contrast by |understanding of contrast by |

|discussing ALL concepts of |contrast by discussing the |by discussing most of the |discussing some of the |discussing little/no concepts|

|music, with reference to both|majority of the concepts of |concepts of music, with |concepts of music, with |of music, with little/ no |

|excerpts. |music, with reference to both|reference to both |reference to both excerpts. |reference to neither |

| |excerpts. |excerpts. | |excerpts. |

|Provides highly detailed |Provides detailed examples to|Discusses examples to |Limited discussion regarding |Provides limited or no |

|examples to support response.|support response. |support response. |examples to support response.|examples to support response.|

|Comprehensive use of |Highly Developed use of |Developed use of |Sound use of terminology |Limited use of terminology |

|terminology |terminology |terminology | | |

|Mark 6.5/10 |

Total Mark 11.5/16

Comments:

Question one is a very detailed response, well done. Question two needs some work. Your answers were not detailed enough and did not talk about in detail or example how contrast was created using all the concepts of music. Consider drawing up a table based on the structure and list all concepts and compare how this is different in each excerpt. Statements like ‘a lot of things happen’ will not give you marks.

Student 6

a) Gradual build up of texture, begins with one traditional instrument; syncopation

Then single female voice joined with second, third in harmony, 4th in harmony making up a chord like structure. RICH HARMONY. RICH TEXTURE.

( Phrasing for the accompaniment are quite different; the traditional instrument is quite short/ staccato while the voice has a smooth line followed by an uneven

b) The texture has been further built with more accompanying instruments and a lead vocal over the original harmony

( The melody for the lead vocal seems very improvised with a lot of chromaticism and slides from one note to the next

( The harmony changes to a single rhythmic pattern in harmony (chord like) while lead vocal explore vocal range

( Expressive techniques – slides, melismas, explores vocal range unlike the first section which was very set

( The tone colour is very dense, with rounded percussion notes and nasally lead vocal

( A LOT of syncopation throughout with a new percussion instrument

( The texture has been built and doesn’t change throughout

( Dynamics are used by accompanying and lead vocal. A lot louder when she is in the higher register but quiet in lower register

|Discuss the phrasing and texture of this excerpt. |

|6 Marks |5 Marks  |4 Marks |3 Marks |2-0 Marks |

|Demonstrates a comprehensive |Demonstrates highly developed|Demonstrates developed |Demonstrates sound |Demonstrates limited |

|knowledge and understanding |knowledge and understanding |knowledge and understanding |knowledge and understanding|knowledge and understanding |

|of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |

|Clearly articulated response |Detailed response with |Discusses in some detail |Discusses in basic detail |Discusses in brief detail |

|with reference to specific |reference to specific |with reference to examples. |with reference to limited |with reference to little/no |

|examples. |examples. | |examples. |examples. |

|Accurately identifies the |Correctly identifies the |Identifies the different |Identifies some of the |Briefly identifies the |

|different layers and |different layers and |layers and instrumentation. |different layers and |different layers and |

|instrumentation.  |instrumentation.  | |instrumentation. |instrumentation.  |

|Accurately justifies phrase |Identifies phrase length and |Correctly identifies |Identifies some phrasing |Briefly identifies phrasing|

|length and phrase structure. |phrase structure. |phrasing techniques |techniques |techniques |

|Comprehensive use of |Highly Developed use of |Developed use of terminology|Sound use of terminology |Limited use of terminology |

|terminology |terminology | | | |

|Mark 3/6 |

|With reference to the musical concepts, discuss the contrasts between this excerpt and the first one. |

|10-8.5 Marks  |8-7.5 Marks  |7-6.5 Marks |6-5 Marks |4-0 Marks |

|Demonstrates a comprehensive |Demonstrates a highly |Demonstrates a developed |Demonstrates a sound |Demonstrates a limited |

|understanding of contrast by |developed understanding of |understanding of contrast |understanding of contrast by |understanding of contrast by |

|discussing ALL concepts of |contrast by discussing the |by discussing most of the |discussing some of the |discussing little/no concepts|

|music, with reference to both|majority of the concepts of |concepts of music, with |concepts of music, with |of music, with little/ no |

|excerpts. |music, with reference to both|reference to both |reference to both excerpts. |reference to neither |

| |excerpts. |excerpts. | |excerpts. |

|Provides highly detailed |Provides detailed examples to|Discusses examples to |Limited discussion regarding |Provides limited or no |

|examples to support response.|support response. |support response. |examples to support response.|examples to support response.|

|Comprehensive use of |Highly Developed use of |Developed use of |Sound use of terminology |Limited use of terminology |

|terminology |terminology |terminology | | |

|Mark 6.5/10 |

Total Mark 9.5/16

Comments:

You have made a good attempt at the questions. You have some good points, but they need to have more depth and you need to include examples. You need to work on discussing what you hear through the excerpts using musical concepts and how the musical concepts create contrast. Consider using a texture chart to visually show the different layers and how they build in the excerpt and if you can not name an instrument remember that you can describe what the instrument sounds like. For question two consider drawing up a table based on the structure and list all concepts.

Student 7

a) The texture started with a solo percussion instrument, then voice then became solo and choir

(Beat on cowbell, solo soprano female voice then harmony; alto voices sing in harmony, male tenor also singing harmony

( the phrases are long and the solo alto sings the same two bar phrase over with the other vocals building texture and harmony around with a harmony line

( the cowbell pattern keeps going throughout the piece

( ostinato is used throughout the piece on the cowbell and the main melody

( 4/4 the phrases are 4 bars each. There is much syncopation in both the rhythmic accompaniment and the main melody

b) Soprano, choir – more rhythmic accompaniment, phrases changed

( Pitch – now an alto with an extended range

The piece is in the same key. There is still a melody and accompaniment; no chromaticism

( The piece starts with the soprano upbeat; then the rest of the rhythmic accompaniment and vocal harmony comes in. The duration is very similar for the harmony vocals but the soprano has extended the duration of the notes and added more melismas and things – expressive techniques

( structure is different in this piece as all the instruments and vocals begin at the same time whereas in the first piece there was a gradual introduction of the different layers of sound

(the phrasing of the main melody has also changed with shorter phrases; while the phrasing of the backing vocals remains the same

( the tone colour in the second excerpt is different; there is use of a lower female voice and there is also different rhythmic instruments, causing a shift in the overall piece

( Dynamics and expressive techniques: the dynamics in the first part were a crescendo throughout the piece, but little change in the second; in the second part the main female lead is adding many vibratos and falls off notes as expressive techniques, as well as many melismas for effect.

|Discuss the phrasing and texture of this excerpt. |

|6 Marks |5 Marks  |4 Marks |3 Marks |2-0 Marks |

|Demonstrates a comprehensive |Demonstrates highly developed|Demonstrates developed |Demonstrates sound |Demonstrates limited |

|knowledge and understanding |knowledge and understanding |knowledge and understanding |knowledge and understanding|knowledge and understanding |

|of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |

|Clearly articulated response |Detailed response with |Discusses in some detail |Discusses in basic detail |Discusses in brief detail |

|with reference to specific |reference to specific |with reference to examples. |with reference to limited |with reference to little/no |

|examples. |examples. | |examples. |examples. |

|Accurately identifies the |Correctly identifies the |Identifies the different |Identifies some of the |Briefly identifies the |

|different layers and |different layers and |layers and instrumentation. |different layers and |different layers and |

|instrumentation.  |instrumentation.  | |instrumentation. |instrumentation.  |

|Accurately justifies phrase |Identifies phrase length and |Correctly identifies |Identifies some phrasing |Briefly identifies phrasing|

|length and phrase structure. |phrase structure. |phrasing techniques |techniques |techniques |

|Comprehensive use of |Highly Developed use of |Developed use of terminology|Sound use of terminology |Limited use of terminology |

|terminology |terminology | | | |

|Mark 4.5/6 |

|With reference to the musical concepts, discuss the contrasts between this excerpt and the first one. |

|10-8.5 Marks  |8-7.5 Marks  |7-6.5 Marks |6-5 Marks |4-0 Marks |

|Demonstrates a comprehensive |Demonstrates a highly |Demonstrates a developed |Demonstrates a sound |Demonstrates a limited |

|understanding of contrast by |developed understanding of |understanding of contrast |understanding of contrast by |understanding of contrast by |

|discussing ALL concepts of |contrast by discussing the |by discussing most of the |discussing some of the |discussing little/no concepts|

|music, with reference to both|majority of the concepts of |concepts of music, with |concepts of music, with |of music, with little/ no |

|excerpts. |music, with reference to both|reference to both |reference to both excerpts. |reference to neither |

| |excerpts. |excerpts. | |excerpts. |

|Provides highly detailed |Provides detailed examples to|Discusses examples to |Limited discussion regarding |Provides limited or no |

|examples to support response.|support response. |support response. |examples to support response.|examples to support response.|

|Comprehensive use of |Highly Developed use of |Developed use of |Sound use of terminology |Limited use of terminology |

|terminology |terminology |terminology | | |

|Mark 9/10 |

Total Mark 13.5/16

Comments:

You have answered the questions excellently, particularly question two. Try not to make a general statement without evidence or an example. Explain the what of the statement and where it occurs in the excerpt. If you can not label the expressive techniques that an instrument is doing describe what you are hearing as opposed to writing ‘things’. This will get you more marks.

Student 8

a) The phrasing is expressed every time the repeated sentence is said

Texture varies throughout the piece, starting off with just a continual beat, sounding metallic. Then gradually one voice is added and the piece continues building up voice texture with multiple harmonies and back-up vocals. The layers of texture finish with the addition of a round. The phrase finishes every time the voice says “Mama”. The phrase lasts for 6 bars, adding texture every time it is repeated. The beat is synchronised.

b) In the second\excerpt, the soloist sings an alternate melody above the original melody. The soloist sings with an almost scatting effect. It explores her range over the harmonic vocal accompaniment.

( There is also a tag where a section of the original phrase is extracted and repeated until the end of the piece of music.

( There is more rhythmic accompaniment in the second excerpt with the additional drums

( The harmony still exists underneath the solo voice. There is no suggestion of a round

( The second excerpt emphasizes the soloist more than the first

( There are more crescendos in the solo voice

( There is no evident texture variations in the 2nd excerpt.

|Discuss the phrasing and texture of this excerpt. |

|6 Marks |5 Marks  |4 Marks |3 Marks |2-0 Marks |

|Demonstrates a comprehensive |Demonstrates highly developed|Demonstrates developed |Demonstrates sound |Demonstrates limited |

|knowledge and understanding |knowledge and understanding |knowledge and understanding |knowledge and understanding|knowledge and understanding |

|of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |

|Clearly articulated response |Detailed response with |Discusses in some detail |Discusses in basic detail |Discusses in brief detail |

|with reference to specific |reference to specific |with reference to examples. |with reference to limited |with reference to little/no |

|examples. |examples. | |examples. |examples. |

|Accurately identifies the |Correctly identifies the |Identifies the different |Identifies some of the |Briefly identifies the |

|different layers and |different layers and |layers and instrumentation. |different layers and |different layers and |

|instrumentation.  |instrumentation.  | |instrumentation. |instrumentation.  |

|Accurately justifies phrase |Identifies phrase length and |Correctly identifies |Identifies some phrasing |Briefly identifies phrasing|

|length and phrase structure. |phrase structure. |phrasing techniques |techniques |techniques |

|Comprehensive use of |Highly Developed use of |Developed use of terminology|Sound use of terminology |Limited use of terminology |

|terminology |terminology | | | |

|Mark 3.5/6 |

|With reference to the musical concepts, discuss the contrasts between this excerpt and the first one. |

|10-8.5 Marks  |8-7.5 Marks  |7-6.5 Marks |6-5 Marks |4-0 Marks |

|Demonstrates a comprehensive |Demonstrates a highly |Demonstrates a developed |Demonstrates a sound |Demonstrates a limited |

|understanding of contrast by |developed understanding of |understanding of contrast |understanding of contrast by |understanding of contrast by |

|discussing ALL concepts of |contrast by discussing the |by discussing most of the |discussing some of the |discussing little/no concepts|

|music, with reference to both|majority of the concepts of |concepts of music, with |concepts of music, with |of music, with little/ no |

|excerpts. |music, with reference to both|reference to both |reference to both excerpts. |reference to neither |

| |excerpts. |excerpts. | |excerpts. |

|Provides highly detailed |Provides detailed examples to|Discusses examples to |Limited discussion regarding |Provides limited or no |

|examples to support response.|support response. |support response. |examples to support response.|examples to support response.|

|Comprehensive use of |Highly Developed use of |Developed use of |Sound use of terminology |Limited use of terminology |

|terminology |terminology |terminology | | |

|Mark 6/10 |

Total Mark 9.5/16

Comments:

You answer the texture part of question one well, you need to revise and practice phrasing. The best way to remember phrasing is to remember that it is a musical sentence. Instead of stating that the ‘beat is synchronised’ (syncopated?) you should be explaining how and where the beat is synchronised. In question two you make some great observations, but you need to work on discussing what you hear through the excerpts using musical concepts and how the musical concepts create contrast. Consider drawing up a table based on the structure and list all concepts.

Student 9

a) Texture: cowbell syncopated. Wooden sticks. Voice. Harmony

Voice + 1 layer. 1st giving the rhythmic accompaniment; female voice comes in singing the main melody. Then a second voice comes in to harmonise with the first voice. Another voice comes in providing extra harmony.

Phrasing: the main melody is sung in 2 phrases which are repeated. The rhythmic accompaniment is one phrase repeated over and over again. The second harmonic line has longer phrases which extend over the main melody. Echo voice

Bass voice underneath

- rhythmic 1 phrase

- main melody ¾ time, 4 bars1, 4 bars phrase 2

- same phrase but in harmony (3rds)

- echo voice adding syncopated sections in breaks from melody

b)Pitch – higher improvised section above melody

Echos in harmony with main/ harmonized melody. Wider vocal range explored than in excerpt 1

Duration – more notes sung adding a thicker layer, increasing texture

Echo voice from extract 1 gone and section put on top increasing pitch

Texture – more percussion added, bongo drums still in syncopation

The main melody from excerpt 1 was softened and seemed to be vocal accompaniment for improvised/higher voice on top

Dynamics, Exp techniques – louder dynamics, thicker tone colour. Melismas used, repetition. Wider range explored than in excerpt 1

Form – she sings in many different phrases and repeats lots of them changing them each time with differing dynamics and expressive techniques

Texture – remains the same the whole way. No instruments or voices added this time.

|Discuss the phrasing and texture of this excerpt. |

|6 Marks |5 Marks  |4 Marks |3 Marks |2-0 Marks |

|Demonstrates a comprehensive |Demonstrates highly developed|Demonstrates developed |Demonstrates sound |Demonstrates limited |

|knowledge and understanding |knowledge and understanding |knowledge and understanding |knowledge and understanding|knowledge and understanding |

|of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |

|Clearly articulated response |Detailed response with |Discusses in some detail |Discusses in basic detail |Discusses in brief detail |

|with reference to specific |reference to specific |with reference to examples. |with reference to limited |with reference to little/no |

|examples. |examples. | |examples. |examples. |

|Accurately identifies the |Correctly identifies the |Identifies the different |Identifies some of the |Briefly identifies the |

|different layers and |different layers and |layers and instrumentation. |different layers and |different layers and |

|instrumentation.  |instrumentation.  | |instrumentation. |instrumentation.  |

|Accurately justifies phrase |Identifies phrase length and |Correctly identifies |Identifies some phrasing |Briefly identifies phrasing|

|length and phrase structure. |phrase structure. |phrasing techniques |techniques |techniques |

|Comprehensive use of |Highly Developed use of |Developed use of terminology|Sound use of terminology |Limited use of terminology |

|terminology |terminology | | | |

|Mark 5/6 |

|With reference to the musical concepts, discuss the contrasts between this excerpt and the first one. |

|10-8.5 Marks  |8-7.5 Marks  |7-6.5 Marks |6-5 Marks |4-0 Marks |

|Demonstrates a comprehensive |Demonstrates a highly |Demonstrates a developed |Demonstrates a sound |Demonstrates a limited |

|understanding of contrast by |developed understanding of |understanding of contrast |understanding of contrast by |understanding of contrast by |

|discussing ALL concepts of |contrast by discussing the |by discussing most of the |discussing some of the |discussing little/no concepts|

|music, with reference to both|majority of the concepts of |concepts of music, with |concepts of music, with |of music, with little/ no |

|excerpts. |music, with reference to both|reference to both |reference to both excerpts. |reference to neither |

| |excerpts. |excerpts. | |excerpts. |

|Provides highly detailed |Provides detailed examples to|Discusses examples to |Limited discussion regarding |Provides limited or no |

|examples to support response.|support response. |support response. |examples to support response.|examples to support response.|

|Comprehensive use of |Highly Developed use of |Developed use of |Sound use of terminology |Limited use of terminology |

|terminology |terminology |terminology | | |

|Mark 7.5/10 |

Total Mark 12.5/16

Comments:

You have answered both questions well. In question one you address phrasing in detail. Texture, however, needs more detail. In question two you have provided some great observations, however you need to revise the concepts of music. Consider explaining the what and where of how the concept of music is being created. Consider using a texture chart to visually show the different layers and how they build in the excerpt.

Student 10

a) Voice creates harmony and also contrast against drums. Bongo drums keep rhythm

Phrasing – lasts for 2 or 3 bars after the word mama. It changes slightly

Starts with 3 taps of drum

3 types of voices – female alto, female soprano, male tenor

b) Starts with 3 claps then voices in harmony. Female alto main part singing extended version of what soprano sang

Range is higher

Use of bongos as soon as voice comes, creating rhythm again

About 3 bar phrasing like first

3 beats of bass drum then use of stick (shaky thing) for 3 times

Having a light drum but in between each one creating a rhythm of only 5 beats

Texture stays same the whole way by repeating the rhythm

|Discuss the phrasing and texture of this excerpt. |

|6 Marks |5 Marks  |4 Marks |3 Marks |2-0 Marks |

|Demonstrates a comprehensive |Demonstrates highly developed|Demonstrates developed |Demonstrates sound |Demonstrates limited |

|knowledge and understanding |knowledge and understanding |knowledge and understanding |knowledge and understanding|knowledge and understanding |

|of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |of texture and phrasing.  |

|Clearly articulated response |Detailed response with |Discusses in some detail |Discusses in basic detail |Discusses in brief detail |

|with reference to specific |reference to specific |with reference to examples. |with reference to limited |with reference to little/no |

|examples. |examples. | |examples. |examples. |

|Accurately identifies the |Correctly identifies the |Identifies the different |Identifies some of the |Briefly identifies the |

|different layers and |different layers and |layers and instrumentation. |different layers and |different layers and |

|instrumentation.  |instrumentation.  | |instrumentation. |instrumentation.  |

|Accurately justifies phrase |Identifies phrase length and |Correctly identifies |Identifies some phrasing |Briefly identifies phrasing|

|length and phrase structure. |phrase structure. |phrasing techniques |techniques |techniques |

|Comprehensive use of |Highly Developed use of |Developed use of terminology|Sound use of terminology |Limited use of terminology |

|terminology |terminology | | | |

|Mark 1/6 |

|With reference to the musical concepts, discuss the contrasts between this excerpt and the first one. |

|10-8.5 Marks  |8-7.5 Marks  |7-6.5 Marks |6-5 Marks |4-0 Marks |

|Demonstrates a comprehensive |Demonstrates a highly |Demonstrates a developed |Demonstrates a sound |Demonstrates a limited |

|understanding of contrast by |developed understanding of |understanding of contrast |understanding of contrast by |understanding of contrast by |

|discussing ALL concepts of |contrast by discussing the |by discussing most of the |discussing some of the |discussing little/no concepts|

|music, with reference to both|majority of the concepts of |concepts of music, with |concepts of music, with |of music, with little/ no |

|excerpts. |music, with reference to both|reference to both |reference to both excerpts. |reference to neither |

| |excerpts. |excerpts. | |excerpts. |

|Provides highly detailed |Provides detailed examples to|Discusses examples to |Limited discussion regarding |Provides limited or no |

|examples to support response.|support response. |support response. |examples to support response.|examples to support response.|

|Comprehensive use of |Highly Developed use of |Developed use of |Sound use of terminology |Limited use of terminology |

|terminology |terminology |terminology | | |

|Mark 4/10 |

Total Mark 5/16

Comments:

A good attempt. You need to pay close attention to what the question is asking you. You have some good points, but they need to have more depth and examples. You need to work on discussing what you hear through the excerpts using musical concepts and how the musical concepts create contrast, the second question, this is an important skill. If you can not name an instrument remember that you can describe what the instrument sounds like.

500-word statement about the relationship of assessment to teaching and learning theories

Assessment is an important classroom tool. It allows both teacher and student to better understand learning goals and course outcomes.

1. Assessment for learning

2. Feedback

Assessment for learning otherwise known as formative assessment is an important tool that provides instructional data about a students learning progress (Marsh, Clarke & Pittaway, 2014). Attempts have shown that assessment can support learning through a variety of means and circumstances, but also presents many challenges. (Laveault & Allal, 2016). Dany Laveault and Linda Allal question whether educational assessment reports on and how it provides a means for enhancing student learning (2016). Hattie states that assessment for learning is a strategy reconginised as the most power for supporting student learning (Laveault & Allal, 2016).

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