1. Save thistemplate to yourschool network or computer and alter it for yourownassessment design orcopy the below information intoyourschool-basedassessment instrument template.
  2. Delete the information thatis not relevant to yourassessment, e.g. if the taskis for Year 11, delete the Year 12 conditions. Information isprovided in tables so to delete, highlight the rowyouwish to remove, right click, and select DeleteRows.
  3. Replace the redtextwithyourschool- and task-specific information.
  4. Ensure all information has been completed, i.e. no redtextremains.
  5. Deletethisinstructionaltext.
Insert school-specific information, e.g. school name, logo
Music
Performance
Context
Insert context
Task
Insert task/type of performance— possible types of performance include:
  • ensemble, instrumental and/or vocal
  • solo performance, instrumental and/or vocal
  • performance of student compositions
  • improvisation
  • conducting
  • performance from the co-curricular vocal or instrumental program
  • accompaniment
  • performance involving the use of emerging performance media.

Supporting documentation
  • Supporting evidence is required to substantiate teacher decisions made on performances for monitoring, verification and exit purposes.
  • All performances are to be recorded (see Syllabus section 4.6.1) which states:
­the following guidelines are advised for compositions, spoken and multimodal presentations, and music performances:
  • recordings of compositions should demonstrate the complete and explicit ideas of the composer
  • allow the performer/presenter to be seen and heard clearly
  • ensure the recording is as similar as possible to the original live performance situation
  • ensure that conductors are filmed from the perspective of the ensemble
  • all recordings must be playable on a laptop computer
  • scores are not required in the submission.
  • Evidence to support performances may also include teacher notes or annotations.

Conditions — Year 11 and 12
  • Performance tasks should be:
­approximately three minutes in length
­allow for student performances in any style
­allow for preparation and performance with or without a score (except for conducting)
­in ensemble performances, assess only the individual student’s performance
­require that the student interpret music elements and concepts
­require the student to perform to an audience.
  • Students may perform using any melodic/harmonic instrument (including voice), drum kit or percussion, or they may conduct.
  • Performances may be accompanied or unaccompanied, to suit the style.
  • If the performance is within an ensemble, the student’s part must be independent and aurally identifiable (one person per part).
  • Improvisations may be prepared or unprepared.
  • Where students choose to accompany themselves, both music roles will be assessed as a unified performance.
  • Repertoire must be different from that performed in the senior Music Extension course.

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  1. Replace the red text with your school- and task-specific information.
  2. Make the standards instrument-specific. (Words may not be added to the standards except to specify the music elements and concepts,performance skills and techniques,contexts,and music ideas and stylistic characteristics.)
  3. The following words may be used in the singular:music elements and concepts, performance skills and techniques, contexts, and music ideas and stylistic characteristics.
  4. Ensure all information has been completed, i.e. no red text remains.
  5. Delete this instructional text.
Insert school-specific information (if required)
Instrument-specific standards matrix
Standard A / Standard B / Standard C / Standard D / Standard E
Performance / The student work has the following characteristics: / The student work has the following characteristics: / The student work has the following characteristics: / The student work has the following characteristics: / The student work has the following characteristics:
  • consistent and proficient interpretation and application of music elements and concepts in performance
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  • effective interpretation and application of music elements and concepts in performance
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  • interpretation and application of music elements and concepts in performance
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  • superficial interpretation and application of music elements and concepts in performance
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  • use of some music elements and concepts in performance

  • fluent and authoritative demonstration of refined performance skills and techniques related to contexts
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  • effective demonstration of secure performance skills and techniques related to contexts
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  • demonstration of performance skills and techniques related to contexts
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  • evidence of some basic performance skills and techniques in context
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  • use of rudimentary performance techniques

  • discerning synthesis and convincing expression of music ideas and stylistic characteristics integral to the performance.
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  • effective synthesis and expression of music ideas and stylistic characteristics that support the performance
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  • synthesis and communication of music ideas and stylistic characteristics to create performances.
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  • presentation of music ideas and stylistic characteristics in performance.
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  • simplistic use of music ideas in performance.

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