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PERFORMANCE ASSESSMENT CRITERIA - St · Web viewCOMPOSING UNIT (pass/fail) UNDERSTANDING and ANALYSING MUSIC UNIT (pass/fail) To gain a unit pass, pupils must meet various outcomes

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St Andrews and St. Brides

Music Department

ADVANCED HIGHER MUSIC

INDUCTION PACK

Course Requirements

Welcome to Advanced Higher Music!

To enter this course, you must have achieved a pass at Higher Music, or the equivalent skills in performance, musical knowledge/theory and composition skills.

Entry to this course without Higher Music is entirely down to the discretion of music staff through discussion with the pupil and any other specialist staff.

UNIT REQUIREMENTS

This course consists of three mandatory units that must be passed in order to proceed with the course assessment:

PERFORMING UNIT (pass/fail)

COMPOSING UNIT (pass/fail)

UNDERSTANDING and ANALYSING MUSIC UNIT (pass/fail)

To gain a unit pass, pupils must meet various outcomes for each unit, which are detailed over the next few pages.

Pupils must complete a record of work throughout the course that will evidence the outcomes achieved for each unit.

COURSE ASSESSMENT

This will consist of two components:

PERFORMANCE EXAMINATION (60 marks)

QUESTION PAPER (40 marks)

PERFORMING UNIT

Unit Outcomes

Requirements of Unit

Assessment Evidence

Perform music in a range of styles by:

1.1 Developing a range of advanced musical, interpretive and technical skills showing a clear understanding and sensitivity to the composers intentions.

1.2 Critically self-reflecting and evaluating the quality and accuracy of their performing and refining their performing skills.

Demonstrate your solo performing skills on two selected instruments.

Perform a variety of pieces in contrasting styles on each instrument.

Identify strengths and areas for development in performing.

Show understanding of musical concepts and language in reflective discussion.

Audio/video recordings

Oral and written self-reflection

COMPOSING UNIT

Unit Outcomes

Requirements of Unit

Assessment Evidence

Create original music by:

1.1 Analysing how a range of advanced compositional methods and music concepts are used by composers for specific effect and the contexts which influenced their work.

1.2 Experimenting and using complex music concepts and compositional methods in creative and sophisticated ways to create, develop and refine original music.

1.3 Developing musical ideas which make musical sense and realise their creative intentions.

1.4 Critically reflecting on their music and their creative choices and decisions

Study music by various composers.

Identify concepts and how they are used.

Come up with basic musical ideas.

Make improvements on these initial ideas.

Demonstrate the ability to compose successfully (see additional checklist)

Identify strengths and areas for development in composing.

Show understanding of musical concepts and language in reflective discussion.

Annotated scores and homework exercises

Written music and audio recordings

Record of progress

Written music and audio recording

Record of progress and checklist

Oral and written self-reflection

UNDERSTANDING and ANALYSING MUSIC

Unit Outcomes

Requirements of Unit

Assessment Evidence

Analyse sections/pieces of contrasting music by:

1.1 Identifying and analysing the use of level specific and other music concepts, signs and symbols in excerpts of music

1.2 Analysing style and form, melody, harmony and rhythm and the impact of social and cultural influences on the development of music.

Understand and recognise musical terms and concepts through listening

Show a knowledge of the background to specific styles of music.

Apply this knowledge to more in-depth study of musical styles.

Demonstrate musical literacy and knowledge of musical symbols and signs.

Listening exercises and end of unit tests

Essays/Powerpoint

presentations

Worksheets

COURSE ASSESSMENT

Component

Requirements

Assessment

PERFORMANCE

(60 marks)

You must perform on TWO selected instruments.

All pieces for each instrument must be a minimum of grade 5 standard.

Your teacher will advise you on appropriate level pieces.

You will perform a programme of 18 minutes in total between the two instruments.

Performance time on either of the two selected instruments must be a minimum of 6 minutes within the 18-minute programme.

You must ensure that there is a minimum of two contrasting styles presented on each instrument.

This will be examined by an external SQA

examiner in May

This exam accounts for 60% of your course award.

This is assessed on a grade A to D basis.

QUESTION

PAPER

(40 marks)

You will be expected to demonstrate an in depth knowledge and understanding of all music concepts and literacy signs and symbols.

This will be a one-hour listening paper where you will comment on musical excerpts and identify concepts.

This will be examined by an external SQA paper in May.

This exam accounts for the remaining 40% of your course award.

This is assessed on a grade A to D basis.

PERFORMANCE ASSESSMENT CRITERIA

Instrument/voice

(9-10) Excellent

(7-8) Secure

(5-6) Mainly accurate

(3-4) Inconsistent

(0-2) Poor

Mark /10

Comments

Piece 1

Melodic accuracy/intonation

Rhythmic accuracy

Tempo and flow

Mood and character

Tone

Dynamics

Piece 2

Melodic accuracy/intonation

Rhythmic accuracy

Tempo and flow

Mood and character

Tone

Dynamics

Piece 3

Melodic accuracy/intonation

Rhythmic accuracy

Tempo and flow

Mood and character

Tone

Dynamics

Piece 4

Melodic accuracy/intonation

Rhythmic accuracy

Tempo and flow

Mood and character

Tone

Dynamics

Table of Musical and Literacy Concepts

NATIONAL 3

Styles

Melody/Harmony

Rhythm/Tempo

Texture/

Structure/Form

Timbre/Dynamics

Blues

Jazz

Rock

Pop

Rocknroll

Musical

Scottish

Latin American

Ascending

Descending

Step (stepwise)

Leap (leaping)

Repetition

Sequence

Question and

answer

Improvisation

Chord

Discord

Chord change

Accent/accented

Beat/pulse

Bar

2, 3 or 4 beats

in the bar

On the beat

/off the beat

Repetition

Slower/faster

Pause

March

Reel

Waltz

Drum fill

Adagio

Allegro

Unison/octave

Harmony/chord

Solo

Accompanied/

unaccompanied

Repetition

Ostinato

Riff

Round

Striking (hitting)

Blowing

Bowing

Strumming

Plucking

Orchestra

strings, brass,

woodwind

and percussion

(tuned and

untuned)

Accordion

Fiddle

Bagpipes

Acoustic guitar Electric guitar

Piano

Organ

Drum kit

Steel band

Scottish dance

band

Folk group

Voice/Choir

Staccato

Legato

Literacy

Lines and spaces of the treble clef

Steps

Repetition

Crotchet

Minim

Dotted

Minim

Semibreve

Barlines

Double barlines

f forte

p piano

< cresc (crescendo)

> dim (diminuendo)

NATIONAL 4

Styles

Melody/Harmony

Rhythm/Tempo

Texture/

Structure/Form

Timbre/

Dynamics

Baroque

Ragtime

Romantic

Swing

Concerto

Opera

Scots ballad

Mouth music

Reggae

African music

Rapping

Major/minor

(tonality)

Drone

Broken chord

Arpeggio

Chord progression

chords I, IV and

V (major keys)

Change of key

Pedal

Scale

Pentatonic scale

Octave

Vamp

Scat singing

Ornament

Syncopation

Scotch snap

Strathspey

Jig

Simple time

2 3 4

4 4 4

Compound time

Anacrusis

Andante

Accelerando

Rallentando

A tempo

Dotted rhythms

Canon

Ternary (ABA)

Verse and chorus

Middle 8

Theme and

variation

Cadenza

Imitation

Brass band

Wind band

Violin

Cello

Double bass

Harp

Flute

Clarinet

Saxophone

Pan pipes

Recorder

Tambourine

Glockenspiel

Trumpet

Trombone

Timpani

Snare drum

Bass drum

Cymbals

Triangle

Guiro

Xylophone

Harpsichord

Bass guitar

Distortion

Muted

Soprano

Alto

Tenor

Bass

Backing

vocals

Literacy

Treble clef stave

C-A

Sequenc

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