CUMBERLAND HIGH SCHOOL

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1 HSC ASSESSMENT TASK NO. 2 NOTIFICATION SUBJECT TEACHER DATE ISSUED DATE DUE Music M. Andrews 22/2/ /3/2016 TYPE OF TASK Presentation of Elective 1 TOPIC Music of the 20th & 21st Centuries TASK WEIGHT 15% COMPONENT WEIGHTS Elective 1-15% OUTCOMES H4 articulates an aural understanding of musical concepts and their relationships in a wide variety of musical styles H5 critically evaluates and discusses performances and compositions H6 critically evaluates and discusses the use of the concepts of music in works representative of the topics studied and through wide listening H1 performs stylistically, music that is characteristic of topics studied, both as a soloist and as a member of an ensemble H3 improvises and composes music using the range of concepts for familiar sound sources reflecting the cultural and historical contexts studied H7 understands the capabilities of performing media, incorporates technologies into composition and performance as appropriate to the topics studied TASK DESCRIPTION Presentation of Elective 1 Elective 1 can be a OR a OR a. Students are to present ONE of these choices as an elective option. Students are to submit an ORIGINAL composition that is no longer than 4 minutes in length. The composition must: Be a maximum of 4 minutes. The minimum length is 2 minutes Represent the topic, Music of the 20 th and 21 st centuries Have a clear score (computer printed or hand written) that in includes all performance directions and expressive markings. Ensure that the instruments are set in the correct order on your score Have a clear musical style (e.g. Rock, Classical, Blues, Ballad, Orchestral, Pop etc.) Show an understanding of the musical concepts and the relationships between them Use the musical concepts to represent your chosen musical style Write for the chosen instruments correctly, representing how they would be played within your chosen musical style Students are to present a 10 minute. The topic must be representative of Music of the 20th & 21st centuries. A is: A 10-minute conversation between a student and the teacher on a musical topic of the student s choosing, within the area of study (Music of the 20th and 21st Centuries) Summarised on an outline summary sheet (included in this task). Students must have two copies of this sheet Guided by the outline summary sheet that contains an organised summary of what will be discussed

2 A demonstration of students knowledge of the musical concepts (pitch, duration, structure, texture, dynamics and expressive techniques and tone colour) by answering questions from the teacher based on the topic of choice that is outlined on the summary sheet A demonstration of students knowledge of the musical concepts by answering questions from the teacher based on the music that is played or the points that are discussed Well prepared and rehearsed to ensure that there is the right amount of information to fill the ten minutes Students may also use musical scores to help support their discussion. Anything that students bring in must be given to the teacher. Students should have an extra copy for themselves. Students are to present a performance that must be representative of the topic Music of the 20th & 21st centuries. s that are over the 5 minute time limit will be penalised. The performance must: Be well rehearsed Use the necessary accompaniment (if applicable) Highlight students skills as performers Allow students the opportunity to demonstrate their strengths in performance Represent the topic Music of the 20th & 21st centuries PREPARATION Students are to carefully read through the information that they have been given on how to develop a. Select a band, artist or genre of music that is of interest. Create a list of topics or musical features associated with the selection. Generate a number of sentences that could be used as the basis of the e.g. The use of duration in the music of Pink Floyd. Ensure that these topics give all students something specific to focus on throughout the. Once students have selected a topic they should listen to a variety of songs associated with that topic. Select 4 songs and write some key points under the musical concept headings of Pitch, Duration, Structure, Texture, Tone Colour & Dynamics and Expressive Techniques. Students should refer to the Musical Concepts Hints page attached. Use the findings to select musical concepts and features to focus on during the. Spend time developing the outline and practise talking it through in a variety of ways. The outline must be a clear summary of the points that will be discussed in the Viva Voce. Students should consider the advice that they have already been given throughout the term on developing a successful. Students must make sure that they have appropriate musical examples that are easily accessible, it is not acceptable to fast-forward and rewind through the whole song. Remember, students can play instruments and demonstrate the music themselves. It is strongly advised that all students have a timer (NOT MOBILE PHONE) so that they can keep track of the s timing. Students should select a performance piece that is suitable for their instrument, level of performance skill and stamina. Students are to read the performance feedback (from the teacher) that they have been provided with in preparation for this task. Use this feedback to create a plan of attack in learning the chosen song/piece. This song/piece should be regularly practised, at least four times a week. Students should isolate parts of the song that require attention and practice them until developed and confident. Students must time their performance of the piece/song to ensure that it is between 3-5 minutes in length.

3 Select a musical style. Listen to a number of pieces that represent that musical style. Make a list of the musical features that you hear. List them under the correct musical concepts headings (Pitch, Duration, Dynamics and Expressive Techniques, Tone Colour, Texture and Structure). Find some compositions/scores that represent the chosen musical style. Analyse the scores and highlight musical features that represent the style. Pay careful attention to how the music is written for the different instruments. Look at the chords that are used in your chosen style. Most songs are based on a chord progression and it is important to establish this. List some chord progressions that would be appropriate to use. Start to experiment with melodies and accompaniments that fit your chord progressions. Do lots of experimenting so that you can discover what works and what doesn t. Consider the structure of your song. Look at how many different ideas you will use and how you will vary these ideas. Make sure that your composition is not the same idea over and over. Start writing out/notating your composition and play it through/listen to it. Are the musical concepts obvious? Is the style clear? Are the instruments playing music that is appropriate for them? Continue to make revisions and refinements to your music. Have your classmates and the teacher review your work to give you suggestions and feedback. SUBMISSION DETAILS Students must read and be familiar with the rules for completing/submitting tasks outlined in the Assessment Guide that has been issued. All students must have two copies of the outline one copy for themselves and one copy for the teacher. The outline must be presented on the attached page. It can be hand written or typed as long as it is in the same format as the one provided. Students must also have their recorded examples, musical scores or any other resources that support the in class on the due date. The must be ready for presentation, in class, on the due date. s must be ready for presentation, in class, on the due date. The composition must be ready for handing in, in class, on the due date. The composition must be printed and complete.

4 SIGN OFF SHEET NOTIFICATION OF ASSESSMENT TASK SUBJECT TEACHER TASK No. DATE ISSUED Music M. Andrews 2 22/2/2016 TOPIC TASK TYPE DUE DATE Music of the 20 th & 21 st Centuries Presentation of Elective 1 24/3/2016 NAME DATE ISSUED SIGNATURE DATE SUBMITTED/ COMPLETED SIGNATURE

5 Assessment Areas A musicological focus An understanding of the chosen topic An understanding of musical concepts and the relationship between them Relevant musical examples that support the discussion The viva explains very few aspects of the musical style/genre. This focus is not clear throughout the viva. The student shows minimal engagement with the topic Demonstrates a limited understanding of the chosen topic by showing little research and preparation. Very few questions are answered using musical terminology and there are many inaccuracies or questions that have not been answered at all. The topic has been presented in matter-of-fact way with minimal detail The student demonstrates a limited knowledge of the musical concepts by discussing very simple aspects which may not relate to the topic. The student uses little musical terminology when discussing the musical concepts and there are frequent inaccuracies. The musical concepts have not been correctly identified in the chosen examples/topic. Obvious details have been overlooked Uses irrelevant or inappropriate musical examples that do not support the topic HSC ASSESSMENT TASK NO. 2 MARKING CRITERIA The viva explains some aspects of the musical style/genre. This focus is not clear throughout the viva. The student shows little engagement with the topic Demonstrates a basic understanding of the chosen topic by showing little research and preparation. Some questions are answered using some musical terminology but there are inaccuracies or questions that have not been answered. The topic has been presented in matter-of-fact way with little detail or depth The student demonstrates a basic knowledge of the musical concepts by discussing simple and obvious aspects related to the topic. The aspects lack detail. The student uses some musical terminology when discussing the musical concepts but there are frequent inaccuracies. The musical concepts have, at times, been identified in the chosen examples/topic but many obvious details have been overlooked Presents some musical examples that have some relation to the topic The viva explains aspects of the musical style/genre. This focus is evident in some of the viva. The student shows some engagement with the topic Demonstrates a generally sound understanding of the chosen topic by showing some research and preparation. Questions are answered using some musical terminology but there are inaccuracies. The topic has been presented in matter-of-fact way without any development/not fully covered The student demonstrates a sound knowledge of the musical concepts by discussing aspects related to the topic; however, the aspects lack detail covering the obvious uses of the musical concepts. The student uses musical terminology when discussing the musical concepts but there are some inaccuracies. The musical concepts have been identified in the chosen examples/topic but minute and less obvious details have been overlooked Presents relevant musical examples which allow the student to discuss the topic The viva clearly explains the musical style/genre. This focus is evident in the viva. The student is engaged with the topic Demonstrates a detailed understanding of the chosen topic by showing research and preparation. Questions are answered correctly using musical terminology. The topic has been presented and mostly covered in the allocated time The student demonstrates knowledge of the musical concepts by discussing key aspects related to the topic. The student can make comments that compare and link the musical concepts. The student uses correct musical terminology when discussing the musical concepts. The musical concepts have been accurately identified in the chosen examples/topic Gives relevant musical examples that support the topic and allow discussion The viva clearly explains the musical style/genre while making links to broader areas. This focus is maintained throughout the viva. The student is engaged with the topic Demonstrates a perceptive understanding of the chosen topic by showing through research and preparation. All questions are answered correctly using correct musical terminology. The topic has been clearly presented and fully covered in the allocated time The student demonstrates a detailed knowledge of the musical concepts by discussing many key aspects related to the topic. The student can make comments that evaluate, compare and link the musical concepts. The student uses a variety of correct musical terminology when discussing the musical concepts. The musical concepts have been accurately identified in the chosen examples/topic. The student has identified minute details in the music. Gives relevant musical examples that support the topic and allow discussion. There are musical examples for all key discussion points Key Terms Explained: Style/Genre The musical features and conventions that are associated with the music. What makes this music different to other styles? How did this music end up the way it did? How has this music changed over time? Where did this musical style begin? Who influenced the style? Who are the famous artists? Engagement with the topic Your ability to confidently and knowledgably discuss the topic in a free manner without having to sound scripted. Can you answer questions about background information? Can you answer questions in a different order to that of your summary? Do you show an interest in your chosen topic? Do you show that you have researched the topic by having a variety of details that can be discussed, explained and expanded? Have you constructed your topic to be focused enough to allow full exploration in the given time? Relevant musical examples These are examples which clearly show what you intend to talk about. The examples are taken from your topic and represent it. The examples are relevant to the discussion by supporting your topic and the items on your summary sheet.

6 HSC ASSESSMENT TASK NO. 2 MARKING CRITERIA Assessment Areas Demonstration of technical skills Stylistic interpretation of the chosen repertoire Sense of musical expression and sensitivity to the chosen repertoire Demonstration of solo and/or ensemble techniques Technical skills are not fluent There frequent slips and inconsistencies Technical Facility You struggle to perform using different registers of your You do not demonstrate accurate rhythms and/or melodies/chords. Intonation Your instrument is not tuned or the pitches that you produce are constantly inaccurate. produced and the continuity (which has constant inconsistencies) of notes is not always appropriate to the style. There are minimal examples of legato, staccato, tonging or other instrumentspecific techniques. Stylistic understanding is basic with a static or inappropriate use of dynamics. Expressive techniques are not attempted or they are not appropriate to the style. Musical expression is very limited or not attempted. Minimal tone colour variety, phrasing or improvisational approaches to the musical concepts are not evident. Improvisational approaches, if used, are unsuccessful or inaccurate. Within the ensemble balance is an issue (inappropriate). Communication/engagement within the ensemble is not demonstrated. Your role as a soloist is not demonstrated. You have no leadership in the performance and there is no momentum. Technical skills are not fluent There are many slips and inconsistencies Technical Facility You struggle to perform using different registers of your You attempt to play some rhythms and melodies/chords. Intonation Your instrument is not tuned or the pitches that you produce are not always accurate. produced and the continuity (which has inconsistencies) of notes is not always appropriate to the style. This might include limited examples of legato, staccato, tonging or other instrument-specific techniques. Stylistic understanding is basic with a static use of dynamics. Expressive techniques are attempted but may not be appropriate to the style or enhance the performance. Limited Musical expression is attempted. Attempts may include: tone colour variety, phrasing or some improvisational approaches to the musical concepts. Improvisational approaches may be unsuccessful or inaccurate. Within the ensemble balance is an issue. Communication/engagement within the ensemble is minimal. Your role as a soloist is not always clear. You show little leadership in the performance, providing a sense of momentum at times. Technical skills are mostly fluent There are slips or inconsistencies Technical Facility You can perform using some registers of your You attempt to play some difficult rhythms or some complex melodies/chords. Intonation Your instrument is mostly tuned, the pitches that you produce are mostly accurate but there could be issues with tuning. produced and the continuity (which has some inconsistencies) of notes is somewhat appropriate to the style. This might include successful use of legato, staccato, tonging or other instrument-specific techniques. Stylistic understanding is attempted through some varied dynamics. Expressive techniques are attempted, some which are indicative of the style. Some Musical expression is demonstrated through performance techniques which present an attempt at some personal elements which may include: appropriate tone colour variety, appropriate phrasing or some improvisational approaches to the musical concepts. Within the ensemble balance is demonstrated but there may be inconsistencies. At times you communicate/engage within the ensemble. As a soloist you show some leadership in the performance, providing some momentum in the song. Technical skills are fluent There are some slips or minor inconsistencies Technical Facility You can perform using all registers of your You can play some difficult rhythms and some complex melodies/chords Intonation Your instrument is tuned, the pitches that you produce are mostly accurate and in tune. produced and the continuity (which may have some inconsistencies) of notes is appropriate to the style. This can include successful use of legato, staccato, tonging or other instrumentspecific techniques. Stylistic understanding is demonstrated through varied and correct/musical use of dynamics. Expressive techniques that are indicative of the style are included. Musical expression is demonstrated through performance techniques which present some personal elements which may include: appropriate tone colour variety, appropriate phrasing, some improvisational approaches to the musical concepts. Within the ensemble balance is achieved. You communicate/engage within the ensemble. As a soloist you lead the performance, providing momentum in the song. Technical skills are always fluent There are no slips or inconsistencies Technical Facility You can confidently perform using all registers of your You can accurately play difficult rhythms and complex melodies/chords. Intonation Your instrument is tuned, the pitches that you produce are always accurate and in tune. produced and the continuity of notes is appropriate to the style. This can include successful use of legato, staccato, tonging or other instrumentspecific techniques. Stylistic understanding is demonstrated through the varied, subtle and stylistically appropriate use of dynamics. Expressive techniques that are indicative of the style are included to enhance the performance such as tempo/rubato. Musical expression is demonstrated through performance techniques which clearly present a personal approach to the song including: appropriate tone colour variety, sustained and appropriate phrasing, improvisational approaches to the musical concepts. Within the ensemble balance is achieved and maintained. You maintain communication/engagement within the ensemble. As a soloist you confidently lead the performance, maintaining momentum.

7 Assessment Areas Stylistic understanding and topic representation Understanding of musical concepts and the relationships between them Knowledge of score conventions and performance directions Organising ideas into musical structures The piece does not represent the topic as choice of musical style, instrumentation and instrument writing are incorrect. The style is not clear as there is no idiomatic instrument writing and a minimal use of some of the musical concepts. There are significant problems with the musical style and instrument writing such as incorrect instrument ranges, uncharacteristic musical features that are not associated with the style. The composition demonstrates a basic understanding of the musical concepts by lacking musical material and therefore not showing a use of the concepts or their relationships. The score has lacks clarity and is lacks correct score conventions. This includes some of the following: correct order of instruments, bars add up, notes grouped correctly, stylistic expressive markings used in a musical way, note articulations, tempo and other instrument-specific expressive/dynamic terms etc. Score markings are missing and if present, they are placed on the score rather than being used in a musical way to enhance the style or expression. The composition lacks a clear structure and the structure is not representative of the style. Sections are not clear nor do they transition smoothly. There is no musical development within sections. HSC ASSESSMENT TASK NO. 2 MARKING CRITERIA The piece might represent the topic through choice of musical style, instrumentation and instrument writing. The style is beginning to be shown but there is little idiomatic instrument writing and a basic use of some of the musical concepts. There are problems with the musical style and instrument writing such as incorrect instrument ranges, uncharacteristic musical features that are not associated with the style. The composition demonstrates a limited understanding of the musical concepts by exploring very few of the concepts. The following features are not evident or they are unsuccessful: developing ideas, unity and contrast, idiomatic instrument writing, layering of ideas, logical flow of ideas, subtle and obvious development of ideas and themes, expressing and exploring musical concepts in different sections. The score has lacks clarity and is written using few correct score conventions. This includes some of the following: correct order of instruments, bars add up, notes grouped correctly, stylistic expressive markings used in a musical way, note articulations, tempo and other instrument-specific expressive/dynamic terms etc. Many score markings are missing and they are placed on the score rather than being used in a musical way to enhance the style or expression. The composition lacks a clear structure but there are some structural elements or the structure is not representative of the style. Sections are not clear nor do they transition smoothly. There is little musical development within sections. The piece represents the topic through choice of musical style, instrumentation and instrument writing. The style is shown through some idiomatic instrument writing and the use of some of the musical concepts appropriate to the style. There may be problems with the musical style and instrument writing such as incorrect instrument ranges, uncharacteristic musical features that are not associated with the style. The composition demonstrates an understanding of the musical concepts by using the concepts. This includes some of the following: developing ideas, unity and contrast, idiomatic instrument writing, layering of ideas, logical flow of ideas, subtle and obvious development of ideas and themes, expressing and exploring musical concepts in different sections. The score has some clarity and is written using some correct score conventions. This includes some of the following: correct order of instruments, bars add up, notes grouped correctly, stylistic expressive markings used in a musical way, note articulations, tempo and other instrument-specific expressive/dynamic terms etc. Some score markings are missing or they are placed on the score rather than being used in a musical way to enhance the style or expression. The composition utilises a structure that is representative of the style. Sections may be clear but may not transition smoothly. There is some musical development within sections. Idiomatic - Appropriate to the style of art or music associated with a particular period, individual, group or instrument The piece represents the topic through choice of musical style, instrumentation and instrument writing. The style is shown through mostly idiomatic instrument writing and the use of the musical concepts appropriate to the style. The composition demonstrates a clear understanding of the musical concepts by using and manipulating the concepts. This includes most of the following: developing ideas, unity and contrast, complex idiomatic instrument writing, layering of ideas, logical flow of ideas, subtle and obvious development of ideas and themes, expressing and exploring multiple musical concepts at once. The score is clear and written using correct score conventions. This includes some of the following: correct order of instruments, bars add up, notes grouped correctly, stylistic expressive markings used in a musical way, note articulations, tempo and other instrument-specific expressive/dynamic terms etc. directions are mostly used in a musical way to enhance and portray the musical style. The composition utilises a clear structure that is representative of the style. Sections are clear and may transition smoothly. There is musical development within sections. The piece clearly represents the topic through choice of musical style, instrumentation and instrument writing. The style is clear through idiomatic instrument writing and the detailed use of the musical concepts appropriate to the style. The composition demonstrates a perceptive understanding of the musical concepts by successfully using and manipulating the concepts. This includes: developing ideas, unity and contrast, complex idiomatic instrument writing, layering of ideas, logical flow of ideas, subtle and obvious development of ideas and themes, expressing and exploring multiple musical concepts at once. The score is clear and written using all correct score conventions. This includes: correct order of instruments, bars add up, notes grouped correctly, stylistic expressive markings used in a musical way, note articulations, tempo and other instrument-specific expressive/dynamic terms etc. directions are used in a musical way to enhance and portray the musical style. The composition utilises a clear structure that is representative of the style. Sections are clear and transition smoothly. There is significant musical development within sections. Musical Development Developing an idea in subtle and obvious ways. This may include: different instrumentation, modulations, articulation, rhythmic development, dynamics, ornamentation, varying a melody, Augmentation/diminution, changing texture, building on ideas, call and response, imitation, doubling etc.

8 Name: Outline Summary Title of (Which aspect of the topic you wish to discuss) Course Topic Represented Music of the 20 th and 21 st centuries OUTLINE SUMMARY

9 Musical Concepts Hints Pitch Melody Ascending, Descending, Steps, Leaps, Repeated notes, Range, Register, Arpeggio, Broken chord, Counter melody, Canon, Ornamentation: Trill, slide, tremolo, grace notes & bend, Improvisation, Call and Response, Phrases: balanced, even, regular, irregular, Sequence, Imitation, Riff, Definite pitch, Indefinite pitch, Octave, Harmony Consonant, Dissonant, Major, Minor, Pentatonic, Blues scale, Chromatic, Diatonic, Atonal, Modulation, Rate of chord change, Chord progression, 12 Bar Blues, Harmonic accompaniment: Arpeggio, Block chords, alberti bass, pedal point& oom-pah-pah, Chords: major, minor, 7 th, diminished, power chord, major 7 th, minor 7 th & suspended, Motion: Parallel, contrary & oblique, Cadence: Perfect, Plagal, Imperfect & Interrupted, Walking bass line Duration Beat Strong, Weak, Regular, Irregular, Inconsistent, Accented, Backbeat, Offbeat, Tempo Adagio, Andante, Moderato, Allegro, Vivace, Presto, Accel, Rit, Sudden, Gradual, Pause, Rubato Time Signature Simple, Compound, Asymmetrical/Irregular, Multimetre, Rhythm Simple, Complex, Note values: short, long & sustained, Riff, Ostinato, Repetitive, Syncopation, Dotted rhythm, Swing rhythm, Augmentation, Diminution, Polyrhythm, Triplets, Anacrusis, Free rhythm, Texture Roles Melody, Counter Melody, Accompaniment, Pulse Reinforcing Changes Sudden, Gradual, Build up, Solo, Tutti (everyone) Density Empty, Thin, Moderately Thin, moderately Full, Full, Thick, Very Full Texture type Monophonic, Homophonic, Polyphonic Use of layers - Unison, Doubling, Imitation, Canon, Contrary, Parallel, Oblique Structure Popular Song Structure - Introduction - Verse - Chorus - Pre Chorus - Bridge - Instrumental - Outro 12 Bar Blues, Binary Form, Coda, Riff, Sections, Sonata Form, Ternary, Theme and Variations, Through Composed Sections A A1 B C A2 etc. Describe the musical features of each section Tone Colour Ensemble Baroque Orchestra, Classical Orchestra, Romantic Orchestra, Modern Orchestra, Brass Orchestra, Marching Band, Dixieland Jazz Band, Jazz Band (Jazz), Big Band, Rock n Roll Band, Pop Band, Heavy Metal Band, String Quartet Tone Colour Words Bright, Sparkling, Chirpy, Shimmering, Brilliant, Silvery, Clear, Pure, Nasal, Reedy, Haunting, Eerie, Sombre, Thin, Murky, Edgy, Majestic, Powerful, Grand, Strong, Ringing, Comical, Distorted, Aggressive, Coarse, Dark, Muddy, Harsh, Breathy, Airy, Muted, Muffled, Wooden, Scratchy, Mellow, Sweet, Resonant, Warm, Romantic, Piercing, Metallic, Brassy, Blazing, Dry, Hollow, Percussive, Rumbling, Synthetic, Electronic Vocal Tone Colour - Chest Voice, Head Voice, Falsetto, Breathy, Coarse, Gravely, Nasal, Pure, Whine Dynamics & Expressive Techniques Volume Pianissimo, Piano, Mezzo Piano, Mezzo Forte, Forte, Fortissimo pp p mp mf f ff Crescendo Decrescendo Is texture impacting volume? Expressive Techniques - Accent, Arco, Brushes (Wire), Distortion, Double Stopping, Drum Roll, Echo/Delay, Falsetto, Flutter Tonguing, Fret Noises, Glissando, Harmonic, Key Clicks, Legato, Melisma, Pizzicato, Reverb, Rim Shot, Rubato, Scat, Screaming/Shouting, Slap, Speaking, Sprechstimme, Staccato, Strummed, Sustain, Talk Box, Tambourine Roll, Tenuto, Tonguing, Tremolo, Vibrato, Vocoder, Whispering