Download - Ncea level one 2012
Hamilton’s Fraser High School
NCEA MusicLevel 1
Course Outline & Student Instructions
Booklet2012
Name:_______________________
NCEA Music Level 1
Course Outline2012
Welcome to NCEA level 1. You have an exciting and challenging year ahead, as you better yourselves as practising musicians.
You will be working towards gaining 6 Achievement standards. Each achievement standard is worth a different amount of credits. You will be working towards a total of 30. They are as follows:
Achievement Standard Title Credits
1.1 Perform two pieces of music as a featured soloist.
6 credits
1.2Demonstrate ensemble skills through performing a piece of music as a member of a group.
4 credits
1.3 Compose two original pieces of music.
6 credits
1.4Demonstrate aural and theoretical skills through transcription.
4 credits
1.5Demonstrate knowledge of conventions used in music scores.
4 credits
1.6Demonstrate knowledge of two music works from contrasting contexts.
6 credits (Literacy)
1.1 Perform two pieces of Music as a featured soloist
In this achievement standard you will be given the opportunity to perform at two occasions during the year. At each of these occasions you must perform two pieces on your chosen instrument. These are due:
Week 5 – Term 2Week 9 – Term 3
1.2 Demonstrate ensemble skills through performing a piece of music as a member of a group.
In this achievement standard you are to perform as a member of the group. The organisation of this is up to you individually. The performances must be videotaped and will be assessed as opportunities present themselves throughout the year. Some examples of opportunity could be Rock quest, Fraser’s “Battle of the
Bands”, Involvement with the orchestra/Jazz Band/Choir or in our Musical. All group performances should be finished by term 3
1.3 Compose two original pieces of music.
For this achievement standard, you are to compose two pieces of music. One of these must use the Sibelius program and the other the Garage Band program. These are due:
Week 9 – Term 1Week 9 – Term 2
1.4 Demonstrate aural and theoretical skills through transcription.
This achievement standard will be assessed in your end year exam. It involves transcribing melodies from different passages of music, recognising chords and writing them down, alongside answering general perception questions on a piece of music. Aural will be done in varying ways every day in class.
1.5 Demonstrate knowledge of conventions used in music scores.
This achievement standard will be assessed in the end of year exam. It involves understanding different elements of musical theory and score reading. We will also look at different music structures and devices within those scores. Practise for this achievement standard will be done throughout the year, in particular through the study of music works and in homework tasks set by your teacher.
1.6 Demonstrate knowledge of two music works from contrasting contexts.
This achievement standard involves the study of two music works of different genres. Assessment of your knowledge of music works will be done through a range of aspects including recall, analysis, application and research. The two topics to be studied and their due dates are:
Miss Saigon – Week Five Term 1Brahms – Week Five Term 2
In this course assessment policies apply. Reassessments and resubmissions coincide with school policy.
Important points to remember
Every assignment you do counts towards your final NCEA Grade. Performance is the main aspect of this course; therefore you should be practising for at least 30
minutes every day. Composition does not just happen. It takes a lot of effort and perseverance, thus the Music rooms
will be open to students to spend additional time on these. All compositions must be recorded and notated If you manage your TIME effectively you will achieve success in Music Level 1
Music 1.1 Perform two pieces of music as a featured soloist.
Achievement Standard: 91090 version 1Credits: 6
Achievement Achievement with Merit Achievement with Excellence
Perform two pieces of music as a featured soloist.
Perform two pieces of music effectively as a featured soloist.
Perform two pieces of music convincingly as a featured soloist.
Student Instructions Sheet
For this achievement standard, you are to present a performance of two pieces on your chosen instrument. You will complete your first performance in week five of term two in front of your fellow class members. Please read the following instructions carefully so you know what is required:
Please choose two pieces of music for your performance that are contrasting.You may choose to have an accompanist to enhance your performance, but please
ensure you have plenty of preparation time with them.Please provide your teacher with copies of both pieces of music or audio recording
and ensure that they are named.
Technical skills, musical skills and presentation skills will be assessed.
They are defined as follows:
Technical skills refers to techniques specific to the instrument used for the performance - for example, tuning, bowing, embouchure, breathing, consistency in changing registers, playing techniques, consistency of tone.
Secure technical skills for Achievement with Merit, refers to techniques that are consistent throughout your performance. For Achievement with Excellence your technical skills will be assured.
Musical skills refers to the musical awareness and understanding of the musical style(s) you demonstrate through your performance, including phrasing, dynamics, rhythm and feel. For Achievement with Merit you will demonstrate secure understanding of the musical style and at the Excellence level you will demonstrate a clear sense of expressive playing and understanding of the music as you interpret it.
Presentation skills refer to the sense of performance appropriate to the genre and style of the music, appropriate posture and stagecraft. For Achievement with Merit and Excellence you will perform confidently.
Assessment schedule: Music 91090 Solo Perform
Evidence/Judgements towards Achievement Evidence/Judgements towards Achievement with Merit
Evidence/Judgements towards Achievement with Excellence
Live presentation of two pieces of music to an audience.The pieces may be performed on different occasions.Appropriate repertoire that enables the featured soloist to: be easily heard and seen have a central or leading role, play a separate or uniquely identifiable part.Each piece of sufficient length to demonstrate skills reflecting at least a third year of study through group itinerant tuition. Accompaniment is optional.Musical repertoire may include traditional forms of Māori music and improvisation
The performances demonstrate:
technical skills (e.g. general accuracy with the music being mostly in tune, some control of bowing, some control of embouchure, some control of breathing, some consistency in changing registers, some playing techniques appropriate to the instrument, some consistency of tone), and
musical skills with respect to phrasing, dynamics, rhythm and feel, and
presentation skills appropriate to the genre and style of the music, including appropriate posture and stagecraft.
The performances are effective by demonstrating
secure technical skills (e.g. awareness of instrumental tuning and pitch appropriate bowing, appropriate embouchure, effective breathing, consistency in changing registers, playing techniques appropriate to the instrument, generally consistent tone) and
musical skills that demonstrate an appropriate sense of style including phrasing, dynamics, rhythm and feel, and
confident communication appropriate to the genre and style of the music, including appropriate posture and stagecraft.
The performances are convincing by demonstrating:
assured technical skills are fluent, accurate and secure(e.g. controlled instrumental tuning and pitch, secure bowing, reliable embouchure, secure breathing, consistency in changing registers, secure playing techniques appropriate to the instrument, consistency of tone), and
musical expression and interpretation through communicating clear understanding of the musical style, including phrasing, dynamics, rhythm and feel.
The assessment criteria must be applied to provide an overall judgement based on the weight of evidence across both performances. The performance of each piece of music must be assessed holistically. This means considering the musicality and merits of the performance as a whole and not placing emphasis on minor inaccuracies that do not affect the fluency of the performance.
Music 1.1 Perform two pieces of music as a featured soloist.
Achievement Standard: 91090 version 1Credits: 6
Achievement Achievement with Merit Achievement with Excellence
Perform two pieces of music as a featured soloist.
Perform two pieces of music effectively as a featured soloist.
Perform two pieces of music convincingly as a featured soloist.
Mark Sheet
Name: Jarrod NewbySchool: Hamilton’s Fraser High SchoolInstrument: Electric Guitar
Piece:Comments:
Assessment schedule: Music 91090 Solo Perform
Evidence/Judgements towards Achievement Evidence/Judgements towards Achievement with Merit
Evidence/Judgements towards Achievement with Excellence
Live presentation of two pieces of music to an audience.The pieces may be performed on different occasions.Appropriate repertoire that enables the featured soloist to: be easily heard and seen have a central or leading role, play a separate or uniquely identifiable part.Each piece of sufficient length to demonstrate skills reflecting at least a third year of study through group itinerant tuition. Accompaniment is optional.Musical repertoire may include traditional forms of Māori music and improvisation
The performances demonstrate:
technical skills (e.g. general accuracy with the music being mostly in tune, some control of bowing, some control of embouchure, some control of breathing, some consistency in changing registers, some playing techniques appropriate to the instrument, some consistency of tone), and
musical skills with respect to phrasing, dynamics, rhythm and feel, and
presentation skills appropriate to the genre and style of the music, including appropriate posture and stagecraft.
The performances are effective by demonstrating
secure technical skills (e.g. awareness of instrumental tuning and pitch appropriate bowing, appropriate embouchure, effective breathing, consistency in changing registers, playing techniques appropriate to the instrument, generally consistent tone) and
musical skills that demonstrate an appropriate sense of style including phrasing, dynamics, rhythm and feel, and
confident communication appropriate to the genre and style of the music, including appropriate posture and stagecraft.
The performances are convincing by demonstrating:
assured technical skills are fluent, accurate and secure(e.g. controlled instrumental tuning and pitch, secure bowing, reliable embouchure, secure breathing, consistency in changing registers, secure playing techniques appropriate to the instrument, consistency of tone), and
musical expression and interpretation through communicating clear understanding of the musical style, including phrasing, dynamics, rhythm and feel.
The assessment criteria must be applied to provide an overall judgement based on the weight of evidence across both performances. The performance of each piece of music must be assessed holistically. This means considering the musicality and merits of the performance as a whole and not placing emphasis on minor inaccuracies that do not affect the fluency of the performance.
Music 1.2 Demonstate ensemble skills through performing a piece of
music as a member of a group.Achievement Standard: 91091 version 1
Credits: 4
Achievement Achievement with Merit Achievement with Excellence
Demonstrate ensemble skills through performing a piece of music as a member of a group.
Demonstrate ensemble skills through performing a piece of music effectively as a member of a group.
Demonstrate ensemble skills through performing a piece of music convincingly as a member of a group.
Student Instructions Sheet
For this achievement standard you will be assessed on your ability to perform as a member of an ensemble.
1. You are to present a performance of music as a member of a group before an audience.
2. Your performance should represent the upper level of your ability on your instrument.
3. If you improvise in the performance, this will be assessed according to its appropriateness to the musical style.
4. The performance will be recorded. 5. Your contribution to the group performance must be clearly heard and seen (for
assessment purposes) and you should be the only person playing your part.6. You should provide your teacher with a copy of the music for your assessment, as
either a notated score or an audio recording, so your assessor can monitor accuracy.7. Your performance should demonstrate evidence of ensemble awareness (that is,
your ability to contribute to the cohesion, balance, intonation, ‘feel’, style and accuracy of the group’s performance). At the Merit level you will also perform confidently and consistently as well as be musically responsive to the other players. At the Excellence level you will sustain your skill level throughout the piece and your performance will be assured.
Assessment schedule: Music 91091 Group Perform
Evidence/Judgements towards Achievement
Evidence/Judgements towards Achievement with Merit
Evidence/Judgements towards Achievement with Excellence
Live presentation of a piece of music to an audience.Appropriate repertoire that features the student as a member of a group (ideally 3-7 members) playing a separate or uniquely identifiable part.A piece of sufficient length to demonstrate skills reflecting a third year of study through group itinerant tuition.
The performances demonstrate:
ensemble skills reflecting the technical demands of a third year of study through group itinerant lessons that contribute to the:
cohesion (e.g. shows awareness of performing together in a group)
balance (e.g. individual part is audible)
intonation (e.g. individual part is generally in tune)
‘feel’ (e.g. performer responds to and shows awareness of the musical intention)
style (e.g. performance attempts to recreate the musical style)
accuracy of the performance (e.g. musical content is generally accurate)
The performances demonstrate:
effective ensemble skills where the student’s contribution is confident, consistent and musically responsive in relation to: cohesion (e.g. contributes to keeping
the group together for most of the performance)
balance (e.g. individual part is confident and shows awareness of the other performers)
Intonation (e.g. the individual part is mostly in tune)
‘feel’ (e.g. performer communicates the musical intention confidently)
style (e.g. style of the performance is musically credible)
accuracy of the performance (e.g. musical content is mostly accurate)
The performances demonstrate:
convincing ensemble skills where the student’s contribution is confident, sustained and assured in relation to: cohesion (e.g. contributes to keeping the
group together throughout the performance) balance (e.g. individual sound is well-
controlled and contributes to the overall sound of the group)
intonation (e.g. individual part is musically secure and maintains accurate tuning throughout)
‘feel’ (e.g. performer communicates the musical intention in a confident and assured manner)
style (e.g. style of the performance is musically authentic)
accuracy of the performance (e.g. musical content is accurate and assured)
The individual performer’s contribution to the piece must be assessed holistically. This means considering the musicality and merits of the performance as a whole and not placing emphasis on minor inaccuracies that do not affect the fluency of the performance.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
Music 1.2Demonstate ensemble skills through performing a piece of
music as a member of a group.Achievement Standard: 91091 version 1
Credits: 4
Achievement Achievement with Merit Achievement with Excellence
Demonstrate ensemble skills through performing a piece of music as a member of a group.
Demonstrate ensemble skills through performing a piece of music effectively as a member of a group.
Demonstrate ensemble skills through performing a piece of music convincingly as a member of a group.
Mark Sheet
Name: School: Hamilton’s Fraser High SchoolInstrument:
Piece:Comments:
Assessment schedule: Music 91091 Group Perform
Evidence/Judgements towards Achievement
Evidence/Judgements towards Achievement with Merit
Evidence/Judgements towards Achievement with Excellence
Live presentation of a piece of music to an audience.Appropriate repertoire that features the student as a member of a group (ideally 3-7 members) playing a separate or uniquely identifiable part.A piece of sufficient length to demonstrate skills reflecting a third year of study through group itinerant tuition.
The performances demonstrate:
ensemble skills reflecting the technical demands of a third year of study through group itinerant lessons that contribute to the:
cohesion (e.g. shows awareness of performing together in a group)
balance (e.g. individual part is audible)
intonation (e.g. individual part is generally in tune)
‘feel’ (e.g. performer responds to and shows awareness of the musical intention)
style (e.g. performance attempts to recreate the musical style)
accuracy of the performance (e.g. musical content is generally accurate)
The performances demonstrate:
effective ensemble skills where the student’s contribution is confident, consistent and musically responsive in relation to: cohesion (e.g. contributes to keeping
the group together for most of the performance)
balance (e.g. individual part is confident and shows awareness of the other performers)
Intonation (e.g. the individual part is mostly in tune)
‘feel’ (e.g. performer communicates the musical intention confidently)
style (e.g. style of the performance is musically credible)
accuracy of the performance (e.g. musical content is mostly accurate)
The performances demonstrate:
convincing ensemble skills where the student’s contribution is confident, sustained and assured in relation to: cohesion (e.g. contributes to keeping the
group together throughout the performance) balance (e.g. individual sound is well-
controlled and contributes to the overall sound of the group)
intonation (e.g. individual part is musically secure and maintains accurate tuning throughout)
‘feel’ (e.g. performer communicates the musical intention in a confident and assured manner)
style (e.g. style of the performance is musically authentic)
accuracy of the performance (e.g. musical content is accurate and assured)
The individual performer’s contribution to the piece must be assessed holistically. This means considering the musicality and merits of the performance as a whole and not placing emphasis on minor inaccuracies that do not affect the fluency of the performance.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
Music 1.3 Compose two original pieces of music
Achievement Standard: 91092 version 1Credits: 6
Achievement Achievement with Merit Achievement with Excellence
Compose two original pieces of music.
Compose two effective original pieces of music.
Compose two convincing original pieces of music.
Student Instructions
Read through all the information given to you before starting work. Make sure you understand what you are being asked to do and that you know what level of performance is required for you to obtain Achievement, Achievement with Merit, or Achievement with Excellence for this assessment.
The compositions will be completed by the date/s given to you by your teacher.
1. In this assessment activity, you will compose two original compositions. Your may work either as an individual or in a group of 2-5 students. You may compose one piece as an individual and one as a member of a group, both pieces as an individual, or both pieces as a member of the same group or different groups
2. Your compositions must show evidence of generation (creation) of musical ideas that are then developed, structured and represented.
Generation, development, structure, and representation are defined as:
Generation involves the creation of original musical ideas through using riffs, motifs, themes, chords, ostinato, use of tonal centre(s).
Development refers to the way that music ideas are extended using compositional devices. These could include, but are not limited to, repetition, contrast, imitation, sequence, extension, variation.
Structure refers to the way that ideas in pieces of music are organised or constructed into a cohesive and coherent composition e.g. verse/chorus, ABA, harmonic logic, unity and contrast.
Representation refers to conveying the intention of the pieces through audio and written formats appropriate to the style/genre e.g. standard music notation, lyric and chord chart, lead sheet, tab, graphic notation, narrative description, or a combination of these.
3. For Achievement with Merit, your compositions will be effective, which means that the musical ideas are developed, structured, and represented coherently and the music demonstrates control of style. For Achievement with Excellence your compositions will be convincing, which means that the musical ideas are developed, structured and represented skilfully, and the music is stylistically assured.
4. Submit your composition work in a portfolio, including any rough drafts along with your finished work. If you have been working in a group you should keep a diary of the process to show how you have made a contribution to the composition. Your teacher will observe your group working and will talk to you about the group process.
Assessment schedule: Music 91092 Compose Music
Evidence/Judgements towards Achievement
Evidence/Judgements towards Achievement with Merit
Evidence/Judgements towards Achievement with Excellence
The composed music shows:
Generation of musical ideas through such means as riffs, motifs, chords, ostinato, use of tonal centre(s)
Development of ideas using compositional devices and techniques such as repetition, contrast, sequence, extension
Ideas are organised into pieces with structure e.g. verse/chorus, ABA, whakapapa
Representation of ideas through both an audio file and visual documentation which convey compositional intent appropriate to the style/genre e.g. standard music notation, lyric and chord chart, lead sheet, tab, graphic notation, narrative description, or a combination of these
The composed music shows:
Generation of musical ideas through such means as riffs, motifs, chords, ostinato, use of tonal centre(s)
Coherent development of ideas using compositional devices and techniques such as repetition, contrast, sequence, extension that demonstrates stylistic control
Ideas are organised into pieces with coherent structure e.g. verse/chorus, ABA, whakapapa with some unity and contrast
Coherent representation of ideas through both an audio file and visual documentation which conveys compositional intent appropriate to the style/genre
The composed music shows:
Generation of musical ideas through such means as riffs, motifs, chords, ostinato, use of tonal centre(s)
Skillful development of ideas using compositional devices and techniques such as repetition, contrast, sequence, extension, into music that demonstrates stylistic assurance
Ideas are organised into pieces with skilful structure e.g. verse/chorus, ABA, whakapapa with some unity, contrast and structural balance
Skilful representation of ideas through both an audio file and visual documentation which conveys compositional intent appropriate to the style/genre
The assessment criteria must be applied to provide an overall judgment based on the weight of evidence across both compositions.Where compositions are completed collaboratively by a group, the individual contribution of each student should be clearly identified, monitored, documented and measured against the achievement criteria.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
Music 1.3 Compose two original pieces ofmusic
Achievement Standard: 91092 version 1
“Melody with accompaniment” composition
You are to create a composition in Sibelius, which will be presented to the class at the end of the term.
Composition Guidelines
You are to provide a printed score of the composition as well an audio recording.
- You are to have a contrasting section in your composition.- The minimum duration is 1 minute.- The generating and editing of your work must be by you alone (including notation).- It is to have at least a track with a harmonic instrument and a track with a melodic instrument.
Due _________________
Hand in your score and a recording of your song as an audio C.D.
Music 1.3 Compose two original pieces ofmusic
Achievement Standard: 91092 version 1
Dance Composition
You are to create a composition in Garage Band suitable for a dance party, which will be presented to the class at the end of the term.
Composition Guidelines
You are to provide a graphic score of the composition as well as melodic material (referenced on the graphic score) represented by conventional notation.
- You are to have a contrasting section in your composition.- The minimum duration is 1 minute.- The generating and editing of your work must be by you alone (including notation).- It is to have at least 5 instrument tracks.
Due _________________
Music 1.3 Compose two original pieces ofmusic
Achievement Standard: 91092 version 1Credits: 6
Achievement Achievement with Merit Achievement with Excellence
Compose two original pieces of music.
Compose two effective original pieces of music.
Compose two convincing original pieces of music.
Mark Sheet
Melody with accompaniment compositionTitleComments
Dance compositionTitleComments
Assessment schedule: Music 91092 Compose Music
Evidence/Judgements towards Achievement
Evidence/Judgements towards Achievement with Merit
Evidence/Judgements towards Achievement with Excellence
The composed music shows:
Generation of musical ideas through such means as riffs, motifs, chords, ostinato, use of tonal centre(s)
Development of ideas using compositional devices and techniques such as repetition, contrast, sequence, extension
Ideas are organised into pieces with structure e.g. verse/chorus, ABA, whakapapa
Representation of ideas through both an audio file and visual documentation which convey compositional intent appropriate to the style/genre e.g. standard music notation, lyric and chord chart, lead sheet, tab, graphic notation, narrative description, or a combination of these
The composed music shows:
Generation of musical ideas through such means as riffs, motifs, chords, ostinato, use of tonal centre(s)
Coherent development of ideas using compositional devices and techniques such as repetition, contrast, sequence, extension that demonstrates stylistic control
Ideas are organised into pieces with coherent structure e.g. verse/chorus, ABA, whakapapa with some unity and contrast
Coherent representation of ideas through both an audio file and visual documentation which conveys compositional intent appropriate to the style/genre
The composed music shows:
Generation of musical ideas through such means as riffs, motifs, chords, ostinato, use of tonal centre(s)
Skillful development of ideas using compositional devices and techniques such as repetition, contrast, sequence, extension, into music that demonstrates stylistic assurance
Ideas are organised into pieces with skilful structure e.g. verse/chorus, ABA, whakapapa with some unity, contrast and structural balance
Skilful representation of ideas through both an audio file and visual documentation which conveys compositional intent appropriate to the style/genre
The assessment criteria must be applied to provide an overall judgment based on the weight of evidence across both compositions.Where compositions are completed collaboratively by a group, the individual contribution of each student should be clearly identified, monitored, documented and measured against the achievement criteria.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard
Music 1.6Demonstrate knowledge of two music works from
contrasting contextsAchievement Standard: 91095 version 1
Credits: 6
Achievement Achievement with Merit Achievement with Excellence
Demonstrate knowledge of two music works from contrasting contexts.
Demonstrate breadth of knowledge of two music works from contrasting contexts.
Demonstrate comprehensive knowledge of two music works from contrasting contexts.
Student Instructions
For this achievement standard you will demonstrate your knowledge of the features and elements of contrasting music works. You will be studying two different genres of music and will be assessed on the skills of research, recall, analysis, description and application.
The set works you will be studying are:
Composer Set Work Tasks
Brahms Brahms Recall TaskApplication Task
Composer Set Work Tasks
Claude Michel Schonberg and Alain Boublil
Miss Saigon
Description TaskApplication Task
Analysis TaskRecall Test
An excellence will be achieved if you have gained an excellence in two set works.A merit will be achieved if you have gained a merit in two set works. An achieved will be achieved if you have gained a credit in two set works.
Music 1.6 Demonstrate knowledge of two music works from
contrasting contextsAchievement Standard: 91095 version 1
Credits: 6
Brahms – Student Instructions
This part of the achievement standard involves learning about the ‘Academic Festival Overture’, by Johannes Brahms. You will understand the features and elements that make up Romantic music, as well as the social context in which it is set. You will be required to complete two tasks for this music work. The tasks are as follows:
Task 1: Recall Task
For this task you will be required to recall information about Brahms and the Academic Festival Overture. You will also be required to remember information about the Romantic period and the elements and features that distinguish Romantic music from other styles. This task will take one period and be done in class
Task 2: Application Task
For this task you will be required to apply your knowledge of Romantic music and Brahms and the Academic Festival Overture to a given resource. You will demonstrate your knowledge of the features and elements of Romantic music by examining an excerpt from a score and answering questions. This task will take one period and be done in class.
Once all tasks are completed, a judgement will be made based on the following criteria:
Achieved Achieved with Merit Achieved with Excellence
Completes tasks mostly accurately and demonstrates some understanding of the features and elements of Brahms’ Academic Festival Overture
Completes tasks accurately and demonstrates understanding of a range of features and elements of Brahms’ Academic Festival Overture
Completes all tasks accurately and with detail while demonstrating an understanding of a wide range of features and elements of Brahms’ Academic Festival Overture
Music 1.6 Demonstrate knowledge of two music works from
contrasting contextsAchievement Standard: 91095 version 1
Credits: 6
Miss Saigon – Student Instructions
This part of the achievement standard involves learning about the musical Miss Saigon by Alain Boublil and Claude Michel Schoenberg. You will understand the features and elements that make up this musical as well as the social context in which it was set. You will be required to complete four tasks for this music work. The tasks are as follows:
Task 1: Description Task
After listening to the musical “Miss Saigon” you will be required to write a plot summary of the story, describing the main events and climax points of the story to show your understanding the plot. This will be completed in class and will take one period.
Task 2: Description Task
After listening to the musical “Miss Saigon” you will be required to give a description of the main characters in the story. You will explain how they fit into the story, their importance to the story, the relationships they have with other people and what the character is like. This task will be completed in class and will take one period.
Task 3: Application Task
For this task you will demonstrate your knowledge of the elements and features of the musical “Miss Saigon” by applying your knowledge from a given resource. This task will be completed in class and will take one period.
Task 4: Recall Task
For this task you will be required to recall the features and elements that make “Miss Saigon” a piece of musical theatre. You will be required to describe these features and elements and give examples from Miss Saigon. This will be completed in class and will take one period
Once all tasks are completed, a judgement will be made based on the following criteria:
Achieved Achieved with Merit Achieved with Excellence
Responses identify valid, factual information and detailed responses about Miss Saigon as well as the social context in which it was set.
Responses explain a range of valid, factual information and detailed responses about Miss Saigon as well as the social context in which it was set.
Responses explain a wide range of factual information and detailed responses about Miss Saigon as well as the social context in which it was set.
Music 1.6Demonstrate knowledge of two music works from
contrasting contextsAchievement Standard: 91095 version 1
Credits: 6
Achievement Achievement with Merit Achievement with Excellence
Demonstrate knowledge of two music works from contrasting contexts.
Demonstrate breadth of knowledge of two music works from contrasting contexts.
Demonstrate comprehensive knowledge of two music works from contrasting contexts.
Mark Sheet
Name
Miss SaigonComments
Achieved Achieved with Merit Achieved with Excellence
Responses identify valid, factual information and detailed responses about Miss Saigon as well as the social context in which it was set.
Responses explain a range of valid, factual information and detailed responses about Miss Saigon as well as the social context in which it was set.
Responses explain a wide range of factual information and detailed responses about Miss Saigon as well as the social context in which it was set.
BrahmsComments
Achieved Achieved with Merit Achieved with Excellence
Completes tasks mostly accurately and demonstrates some understanding of the features and elements of Brahms’ Academic Festival Overture
Completes tasks accurately and demonstrates understanding of a range of features and elements of Brahms’ Academic Festival Overture
Completes all tasks accurately and with detail while demonstrating an understanding of a wide range of features and elements of Brahms’ Academic Festival Overture
An excellence will be achieved if you have gained an excellence in two set works.A merit will be achieved if you have gained a merit in two set works. An achieved will be achieved if you have gained a credit in two set work.