NCEA Level 3 Making Music (90777) 2012 Assessment Schedule

NCEA Level 3 Making Music (90777) 2012 — page 2 of 4

Assessment Schedule – 2012

Making Music: Demonstrate aural skill across a range of musical styles and genres (90777)

Evidence Statement

Question

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Achievement

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Achievement with Merit

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Achievement with Excellence

ONE / “Popcorn”
(a) / EITHER
(i)  Identifies the main timbre
AND
(ii)  Identifies TWO musical features of the introduction / EITHER
(i)  Describes the timbre
AND
(ii)  Describes THREE musical features of the introduction
(b) / OR
Identifies TWO compositional devices used to structure ONE (of 3) sections of the music. / OR
Describes TWO compositional devices used to structure the music in each of TWO (of 3) sections of the music. / Explains how TWO compositional devices are used to structure the music in each of TWO (of 3) sections of the music, and gives ONE relevant and accurate musical example.
(a)  Extract 1
(i)  Main timbre
·  Synthesiser (electronic / synthesised)
(ii)  Musical features of the introduction
·  A (tonic pedal) note is sustained / held through the whole introduction
·  Percussion (tambourine) plays on the crotchet beats
·  A one-bar riff / ostinato / rhythmic motif begins in the bass in bar 3 (heard four times)
·  The last part of the bass riff is a diminution of the opening motif
·  Other responses possible
(b)  Extract 2
Development of the opening motif, and the use of compositional devices to structure the extract (do not accept evidence repeated between sections)
·  Section (2)
-  Tonality
-  A minor third higher than Section (1) / D major rather than B minor / relative major
-  Melody
-  The melody is the opening motif / melody played at a higher pitch (a 5th higher), eg:
-  Sustained notes ( / countermelody) follow the contour of the melody at a lower pitch (a 6th lower)
·  Section (3)
-  Rhythm
-  The opening motif is repeated, but syncopated, eg
-  A (snare) drum (and shaker) motif begins
-  Melody
-  Sustained notes follow the contour of the melody, at pitch, then an octave higher
·  Section (4)
-  Texture
-  Polyphonic
-  Each part is rhythmically different
-  Rhythm
-  The opening motif is syncopated, as in Section (2)
-  The (snare) drum (and shaker) motif continues
Other responses possible

Question

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Achievement

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Achievement with Merit

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Achievement with Excellence

TWO / Fantasia and Fugue in G minor, BWV 542
(a) / Identifies FOUR (of 5) textures, and describes how THREE of the textures are used
(b) / AND
Explains how melody and harmony are used to provide contrast in ONE section / Explains how melody and harmony are used to provide contrast in TWO sections
(c) / OR
Transcribes TWELVE pitches, with no more than FOUR rhythmic errors. / Transcribes FOURTEEN pitches, with no more than TWO rhythmic errors.
(a)  Extract 1
Textures, and how each is used
·  Texture (1): Homophonic: Melody with (sustained) chords
·  Texture (2): Monophonic: Melody in the bass register (played in octaves)
·  Texture (3): Homophonic: Perfect cadence (chords)
·  Texture (4): Monophonic: Fugue subject (accept “a single melodic line”)
·  Texture (5): Polyphonic: Fugue answer with countersubject above (accept “two rhythmically independent melodies”)
(b)  Extract 2
How melody and harmony are used to provide contrast
·  Section (1)
-  Chords interrupted by decorated melody containing scales and arpeggios
·  Section (2)
-  Scalic melody over (dominant) pedal in bass
·  Section (3)
-  Melody is imitated immediately producing a contrapuntal texture. Rate of chord change is much faster
Other responses possible, but must include detail
(c)  Extract 3
There are four contours, and 17 pitches to transcribe.

Question

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Achievement

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Achievement with Merit

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Achievement with Excellence

THREE / “Jupiter” from The Planets / “World in Union”
(a)
(i) / Extract 1
TWO of:
Identifies ONE group of instruments playing the melody at the beginning:
·  strings (except double bass) (do not accept the identification of a single instrument, eg “violins”)
·  brass.
(ii) / Describes how the pitch of the repeated melody is altered:
·  each time the melody is heard, it is played an octave higher.
(iii) / Explains that the extract lacks a final cadence / ends on a sus chord.
(b) / Extract 2
Identifies FIVE chords in the correct inversion (see below). / Identifies SEVEN chords in the correct inversion (see below).
There are eight chords to be identified.

Question Three cont’d

Question

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Achievement

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Achievement with Merit

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Achievement with Excellence

(c) / Extract 3
Transcribes the music (see below) including:
·  Dd time signature
·  no more than FOUR errors of pitch or rhythm (allow sustained notes instead of rests)
·  mostly correct word alignment
·  correct stem directions. / Transcribes the music (see below) including:
·  Dd time signature
·  no more than TWO errors of pitch or rhythm (allow sustained notes instead of rests)
·  correct word alignment
·  correct stem directions.

Judgement Statement

Achievement

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Achievement with Merit

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Achievement with Excellence

3 A
OR
1 M + 1 A / 2 M + 1 A
OR
2 E / 2 E + 1 A