NCEA Level 2 Music (91276) 2016 Assessment Schedule

NCEA Level 2 Music (91276) 2016 — page 1 of 7 (1) Assessment Schedule – 2016 (2) Music: Demonstrate knowledge of conventions in a range of music scores (91276) Assessment Criteria

Achievement Achievement with Merit Achievement with Excellence Demonstrating knowledge of Demonstrating in-depth knowledge Demonstrating comprehensive conventions in a range of music of conventions in a range of music knowledge of conventions in a scores involves: scores involves: range of music scores involves: identifying and describing terms explaining how terms and signs applying terms and signs and and signs and performance and performance markings are performance markings to music markings played scores identifying and describing aspects explaining characteristics of pitch / applying knowledge of pitch / of pitch / tonality by naming (e.g.): tonality, by giving evidence of (e.g.): tonality by notation or analysis of keys keys and modulation (e.g.): intervals (quantity only) intervals (quality and quantity) transposition chords chord notation transcription chord progressions identifying and describing other explaining the use of other musical applying knowledge through the musical elements and features. elements and features. analysis of the effect of other musical elements and features on the performance and sound of the music. NCEA Level 2 Music (91276) 2016 — page 2 of 7

Evidence

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce ONE

(a) Key: B♭ major Identifies the key. Gives evidence to key signature of two flats support the identification. no accidentals to suggest G minor first chord is a B♭ major chord. (b) (i) Chord indications: Identifies TWO Identifies TWO chords. inverted chords in the correct inversion.

(ii) Sample V–I chord progression: Notates the bass Notates ONE chord. Notates the chord notes of BOTH progression. chords

 all notes in each triad present  root doubled in each chord appropriate voice leading (e.g. no parallel 5ths / 8ves, no doubled leading note). OR (iii) Cadence: perfect. Names the cadence. (c) Piano reduction: Begins to make a Makes a partially Makes an accurate piano reduction, accurate piano piano reduction, including, for ONE reduction, including: including: staff: key signature key signature key signature time signature time signature time signature performance performance OR accurate directions directions transcription of pitch accurate correct stem and rhythm, with transcription of pitch direction and note- allowance for ONE and rhythm, with alignment error. allowance for no more than ONE THREE errors. error in rhythm and pitch. (d) Characteristics of a lullaby: Identifies TWO Explains how TWO the tempo is slow, which gives musical elements or musical elements or a lilting feel to the music features that are features are used to characteristic of a create the mood of a the rhythmic values are steady lullaby. lullaby. so as to give the music a feeling of stillness. Other responses possible. NCEA Level 2 Music (91276) 2016 — page 3 of 7

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce One (e) Similarities: Identifies ONE Explains ONE (i) melody similarity and TWO similarity and TWO differences. differences, similar / identical in both including underlined- key / harmony type evidence. both in major keys the harmony in both extracts is similar texture / instrumentation both extracts have the same texture / are homophonic Differences: melody in Extract Two, the melody is not in the top line / is in the soprano 2 part key / harmony the extracts are in different keys / Extract Two is in D major texture / instrumentation in Extract Two, more voices are used / 8 parts instead of 4 / each voice divides into two parts Other responses possible. (ii) The sound of Extract Two: Demonstrates texture comprehensive knowledge of ONE it would sound fuller / thicker way the sound of due to the 8-part texture Extract Two would dynamics differ from Extract it would sound louder due to One. being marked  instead of  /  tonality it would sound brighter, due to being in D major rather than B♭ major. Other responses possible.

N1 N2 A3 A4 M5 M6 E7 E8

ONE (of TWO (of THREE (of six) FOUR (of six) FOUR (of six) FIVE (of six) TWO (of three) THREE (of seven) seven) Achievement Achievement Merit Merit Excellence three) opportunity at opportunities opportunities. opportunities. opportunities. opportunities. opportunities. Excellence any level. at any level. opportunities.

N= No response; no relevant evidence. NCEA Level 2 Music (91276) 2016 — page 4 of 7

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce TWO (a) Time signature: Indicates an Bd appropriate time signature on the score. (b) Scale in the flute part: Identifies the scale Explains that the a descending chromatic scale as chromatic AND descending descending. chromatic scale from E to E. begins on E. (c) (i) Articulation in flute part: With allowance for ONE error: Indicates BOTH types of articulation (ii) Phrasing in piano part: AND Indicates two phrase marks.

(d) Texture: Identifies a texture Explains how the Demonstrates polyphonic used in the passage. texture is used, comprehensive including underlined- knowledge of how flute, oboe and piano (right- type evidence. the texture is used hand part) have different / by including bold- rhythmically and melodically type evidence. independent lines. Other responses possible. (e) Compositional devices used: Identifies TWO Explains how TWO Demonstrates contrary motion compositional compositional device comprehensive devices used in the are used, including knowledge of the the flute and oboe in bar 13 passage. underlined-type use of TWO and at the end of bar 15 evidence. compositional ostinato / repetition devices by including the clarinet, bassoon, horn and bold-type evidence. piano have a repeating 2-bar pattern inversion the piano right-hand part alternates ascending and descending scales chordal accompaniment the piano left-hand part provides an Alberti bass- style / broken chordal accompaniment syncopation the clarinet has an off-beat rhythm in bars 14 and 16. Other responses possible. NCEA Level 2 Music (91276) 2016 — page 5 of 7

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce Two (f) Why the horn part changes clef: Observes a Explains why the Demonstrates the first note is much lower than difference in pitch. different clefs are comprehensive the second notes used, including knowledge of underlined-type conventions by the horn is usually written in evidence. including bold-type the treble clef, but changing evidence. clef avoids the use of ledger lines. (g) Terms and symbols: Identifies (names) Explains what FOUR octave sign FOUR of the of the performance performance directions would play the notes an octave higher directions. mean to the player. than written more soft play more quietly than before sforzando “force” the tone / accent the note strongly simile continue to play the notes staccato, as in the preceding bar marcato (accent) play the note more strongly a crushed note / acciaccatura played on the beat, as quickly as possible before the main note. Other responses possible. (h) Transposition of clarinet part: Transposes the Transposes the Transcribes the passage into another passage into another passage down a key, including: key, including: tone, including: a key signature a key signature of B♭ major in any TWO bars, all all pitches correct all pitches correct, pitches correct relative to the with allowance for relative to the original passage, ONE error. original passage, with allowance for with allowance for ONE error. ONE error.

N1 N2 A3 A4 M5 M6 E7 E8

ONE (of eight) TWO (of eight) FOUR (of FIVE (of FIVE (of six) SIX (of six) THREE (of FOUR (of five) opportunity at opportunities seven) seven) Merit Merit five) Excellence any level. at any level. Achievement Achievement opportunities. opportunities. Excellence opportunities. opportunities. opportunities. opportunities.

N= No response; no relevant evidence. NCEA Level 2 Music (91276) 2016 — page 6 of 7

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce THREE (a) Metre: Describes the metre. Explains the metre, Demonstrates five crotchet beats per bar including underlined- comprehensive type evidence. knowledge of metre irregular / grouped as 3 + 2. by including bold- type evidence. (b) Effect of the tempo indication: Describes the Explains the Illustrates the 160 crotchet beats per minute tempo. meaning of the meaning of the (i.e. fast) tempo indication, tempo indication with including underlined- a musical example. pairs of quavers are performed type evidence. unevenly as triplet crotchet + triplet quaver, e.g:

Other responses possible. (c) Terms and symbols: Identifies (names) Explains how FOUR staccato – play the notes short FOUR of the terms of the terms and and detached and symbols. symbols would be played. play on the rim of the snare drum with the stick tenuto – hold the note for its full value roll (accept tremolo) – unmeasured, rapid alternation of sticks on the cymbal bar repeat – play the same thing as was played in the preceding bar. (d) Intervals: Identifies the Specifies the quality (3) major 2nd quantity of FOUR and quantity of intervals. FOUR intervals. (4) perfect 5th (5) major 3rd (6) major 6th (7) diminished 5th (8) perfect octave (e) (i) Chord indications: Identifies TWO Identifies TWO chords. chords, including: ONE minor chord the inverted chord in correct inversion. (ii) Cadence: Names the cadence. imperfect NCEA Level 2 Music (91276) 2016 — page 7 of 7

Achievement Achievement Question Sample Evidence Achievement with Excelle with Merit nce Three (f) Transcription of bass tablature: Transcribes the Transcribes the passage into passage into standard notation, standard notation, including: including: the key signature rhythms correct pitches and rhythms relative to the correct relative to the original passage, original passage, with allowance for with allowance for ONE error. ONE error. (g) Instructions to the drummer: Describes a drum fill. Explains, in general Demonstrates in the second-to-last bar, the terms, what the comprehensive drummer plays a fill, while the drummer is required knowledge by rest of the band holds the last to play. referring in detail to chord / note. The fermata, and what the drummer the word “solo”, indicate that the will play in the fill may continue for some time context of the score. after the other instruments have stopped holding their chord / note in the last bar, the drummer plays another fill while the rest of the band holds their chord / note; although marked with a fermata, this fill is not a solo so is probably not as long the three fermatas / pauses, indicate that each fill will continue for longer than the written duration. Other responses possible.

N1 N2 A3 A4 M5 M6 E7 E8

ONE (of eight) TWO (of eight) THREE (of six) FOUR (of six) THREE (of six) FOUR (of six) THREE (of FOUR (of five) opportunities opportunities Achievement Achievement Merit Merit five) Excellence at any level. at any level. 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 – 13 14 – 18 19 – 24