NCEA Level 3 Making Music (91420) 2016 Assessment Schedule

NCEA Level 3 Making Music (91420) 2016 — page 1 of 7 (1) Assessment Schedule – 2016 (2) Making Music: Integrate aural skills into written representation (91420) Assessment Criteria

Achievement Achievement with Merit Achievement with Excellence Integrates aural skills in Securely integrates aural skills in Consistently integrates aural skills in transcription of harmony and transcription of harmony and transcription of harmony and melody. melody. melody. Integrates aural skills in Securely integrates aural skills in Consistently integrates aural skills in description. explanation. analysis. NCEA Level 3 Making Music (91420) 2016 — page 2 of 7

Evidence

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce ONE (a) Instrument: Describes the organ instrument. (b) (i) Transcribes ONE Transcribes the rhythmic pattern. rhythmic phrase, with allowance for ONE error.

(ii) Change in the rhythm: Explains the change Analyses the change the rhythm changes to in the rhythm. in the rhythm, semiquaver triplets including bold-type detail. (c) Compositional device: Describes the Explains the Analyses the use of an ascending / rising / compositional compositional the compositional modulating sequence device. device, including device, including underlined-type bold-type detail. each repetition is two bars long, detail. and a tone / major 2nd higher. (d) (3) Tonality: major Describes TWO (4) Cadence: perfect features. (5) Ornament: trill (or mordent) (e) Textures: Describes the order Explains the Analyses the use of (6) monophonic – a single / in which the textures characteristics of the texture in the extract, unaccompanied melodic are heard. textures used, including bold-type line stating the subject / including underlined- detail. motif that is later restated type detail. (7) homophonic – the same rhythm, but different notes a 3rd lower than the original melody (8) polyphonic – each part is rhythmically independent, creating a countermelody below the original melody. (f) Form: Describes the Explains why the Analyses the form, ternary / ABA – the first and last characteristics of the music is in ternary including bold-type sections are the same / three-part form. form, including detail. (mostly) in the tonic key, but underlined-type the middle section is different / detail. longer / modulates.

N1 N2 A3 A4 M5 M6 E7 E8

ONE (of TWO (of THREE (of six) FOUR (of six) THREE (of FOUR (of five) TWO (of four) THREE (of seven) seven) Achievement Achievement five) Merit Merit Excellence four) opportunities opportunities opportunities. opportunities. opportunities. opportunities. opportunities. Excellence at any level. at any level. opportunities.

N= No response; no relevant evidence. NCEA Level 3 Making Music (91420) 2016 — page 3 of 7

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce TWO (a) Orchestration: Describes a relevant Explains ONE way large orchestra characteristic of the orchestration is twentieth-century typical of the prominent wind / brass / orchestration. twentieth century, percussion sections including underlined- all sections have equal type detail. importance to the string section. (b) Instruments playing the melody: Describes BOTH trumpet instruments playing the melody. clarinet (c) (i) Changes to the melody: Explains TWO Analyses TWO the opening note is the same as changes to the changes to the the second note / both notes melody in the melody in the are the tonic opening statement. opening statement, including bold-type the trumpet adds a trill but with detail. notes a (minor) 3rd apart. Other responses possible. “La Jesusita”:

Copland:

(ii) Differences in the second Describes ONE Explains ONE Analyses ONE melody: difference in the difference in the difference in the the melody goes higher / has a second statement of second statement of second statement of wider range the melody. the melody, the melody, including underlined- including bold-type the trill in the first statement type detail. detail. is followed by a higher note OR the clarinet cadenza is followed by a higher note the clarinet’s solo / cadenza is longer. Other responses possible. NCEA Level 3 Making Music (91420) 2016 — page 4 of 7

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce Two Instrumentation: Describes ONE (d) (i) similarity: accompaniment by similarity and ONE strings difference in the instrumentation. difference: melody played by clarinet then by violins. (ii) Rhythm of the melody: Describes ONE Explains ONE Analyses ONE similarity: the rhythm at the end similarity OR similarity AND ONE difference in the of the extract is the same as the difference in the difference in the rhythm of the folk song rhythm of the rhythm of the melody, including melody. melodies. bold-type detail. difference: the rhythm at the beginning is entirely quaver movement whereas the rhythm of the folk song consists of crotchets and quavers. (iii) Melody: Describes ONE Explains ONE Analyses ONE similarity: the melody at the end similarity OR similarity AND ONE difference in the of the extract is the same as the difference in the difference in the melody, including folk song melody. melodies. bold-type detail. difference: the melody at the beginning is inverted OR has no anacrusis.

N1 N2 A3 A4 M5 M6 E7 E8

ONE (of TWO (of THREE (of six) FOUR (of six) THREE (of FOUR (of five) TWO (of four) THREE (of seven) seven) Achievement Achievement five) Merit Merit Excellence four) opportunities opportunities opportunities. opportunities. opportunities. opportunities. opportunities. Excellence at any level. at any level. opportunities.

N= No response; no relevant evidence. NCEA Level 3 Making Music (91420) 2016 — page 5 of 7

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce THREE (a) Voice: Describes the voice contralto / alto type. (b) (i) Rhythmic difference: Explains ONE the vocalist bends the rhythm rhythmic difference. while the accompanying instruments maintain a steady rhythm. (ii) Use of accompanying Analyses TWO instruments: different ways the simple chordal accompaniment accompanying (“Don’t know why”) instruments are used. (clarinet) countermelody (“sun up in the sky”) brass (muted trumpets) stab (after “stormy weather”) first and second verses linked with string melody (after “all the time”). (c) Harmony Identifies FOUR (of Specifies FIVE (of Specifies SIX (of eight) chords as eight) chords eight) chords major or minor correctly, including correctly, including at least TWO 7th at least TWO first chords. inversion chords. There are 8 chords to be identified. NCEA Level 3 Making Music (91420) 2016 — page 6 of 7

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce Three Motifs in the introduction: Identifies both motifs (d) (i) motif 1 – bar 1 (beats 1–4) used in the introduction. motif 2 – bar 3 (beat 4) (ii) Ways the motifs are developed: Explains how BOTH Analyses ONE way motif 1 motifs are the arranger has developed. developed a motif in repeated / sequential the introduction, repetition a 3rd lower in bar 2 including bold-type inverted in bar 3 detail. motif 2 – the last note is held as an inverted tonic pedal in bars 4 and 5. Clarinet melody in the introduction: NCEA Level 3 Making Music (91420) 2016 — page 7 of 7

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce Three Transcription Identifies FOUR Transcribes ONE Transcribes BOTH (e) melodic contours OR melodic phrase, with melodic phrases, rhythmic patterns. allowance for ONE with allowance for error in each. ONE error overall. There are 5 melodic contours / rhythmic patterns, and 2 melodic phrases to be transcribed.

N1 N2 A3 A4 M5 M6 E7 E8

ONE (of six) TWO (of six) THREE (of FOUR (of four) TWO (of four) THREE (of TWO (of four) THREE (of opportunities opportunities four) Achievement Merit four) Merit Excellence four) at any level. at any level. Achievement opportunities. opportunities. opportunities. opportunities. Excellence opportunities. opportunities.

N= No response; no relevant evidence.

Cut Scores

Achievement Not Achieved Achievement Achievement with Merit with Excellence 0 – 8 9 – 14 15 – 18 19 – 24