Ncea level one 2012

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  • 1. Hamiltons Fraser High SchoolNCEA MusicLevel 1Course Outline & Student InstructionsBooklet2012Name:_______________________

2. NCEA Music Level 1 Course Outline 2012Welcome to NCEA level 1. You have an exciting and challenging year ahead, as you betteryourselves as practising musicians.You will be working towards gaining 6 Achievement standards. Each achievement standardis worth a different amount of credits. You will be working towards a total of 30. They are asfollows:Achievement Title CreditsStandard Perform two pieces of music1.1 6 credits as a featured soloist. Demonstrate ensemble skills1.2through performing a piece of4 credits music as a member of a group. Compose two original pieces1.3 6 credits of music. Demonstrate aural and1.4theoretical skills through 4 credits transcription. Demonstrate knowledge of1.5conventions used in music4 credits scores. Demonstrate knowledge of1.6two music works from 6 credits (Literacy) contrasting contexts.1.1 Perform two pieces of Music as a featured soloistIn this achievement standard you will be given the opportunity to perform at two occasions during the year. Ateach of these occasions you must perform two pieces on your chosen instrument. These are due:Week 5 Term 2Week 9 Term 31.2 Demonstrate ensemble skills through performing a piece of music as a member of agroup.In this achievement standard you are to perform as a member of the group. The organisation of this is up toyou individually. The performances must be videotaped and will be assessed as opportunities presentthemselves throughout the year. Some examples of opportunity could be Rock quest, Frasers Battle of the 3. Bands, Involvement with the orchestra/Jazz Band/Choir or in our Musical. All group performances should befinished by term 31.3 Compose two original pieces of music.For this achievement standard, you are to compose two pieces of music. One of these must use the Sibeliusprogram and the other the Garage Band program. These are due:Week 9 Term 1Week 9 Term 21.4 Demonstrate aural and theoretical skills through transcription.This achievement standard will be assessed in your end year exam. It involves transcribing melodies fromdifferent passages of music, recognising chords and writing them down, alongside answering generalperception 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 differentelements of musical theory and score reading. We will also look at different music structures and deviceswithin those scores. Practise for this achievement standard will be done throughout the year, in particularthrough 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 yourknowledge of music works will be done through a range of aspects including recall, analysis, application andresearch. The two topics to be studied and their due dates are:Miss Saigon Week Five Term 1Brahms Week Five Term 2In this course assessment policies apply. Reassessments and resubmissions coincide with school policy.Important points to rememberEvery 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 30minutes every day.Composition does not just happen. It takes a lot of effort and perseverance, thus the Music roomswill be open to students to spend additional time on these.All compositions must be recorded and notatedIf you manage your TIME effectively you will achieve success in Music Level 1 4. Music 1.1 Perform two pieces of music as a featured soloist.Achievement Standard: 91090 version 1 Credits: 6Achievement Achievement with Merit Achievement withExcellencePerform two pieces of music as Perform two pieces of musicPerform two pieces of musica featured soloist.effectively as a featured soloist. convincingly as a featuredsoloist. Student Instructions SheetFor this achievement standard, you are to present a performance of two pieces on yourchosen instrument. You will complete your first performance in week five of term two infront of your fellow class members. Please read the following instructions carefully so youknow 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 consistentthroughout your performance. For Achievement with Excellence your technical skills will beassured.Musical skills refers to the musical awareness and understanding of the musical style(s) youdemonstrate through your performance, including phrasing, dynamics, rhythm and feel. ForAchievement with Merit you will demonstrate secure understanding of the musical styleand at the Excellence level you will demonstrate a clear sense of expressive playing andunderstanding of the music as you interpret it.Presentation skills refer to the sense of performance appropriate to the genre and style ofthe music, appropriate posture and stagecraft. For Achievement with Merit and Excellenceyou will perform confidently. 5. Assessment schedule: Music 91090Solo Perform Evidence/Judgements towards AchievementEvidence/Judgements towards Achievement withEvidence/Judgements towards Achievement Merit with ExcellenceLive 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 seenhave 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 Mori music and improvisationThe performances demonstrate: The performances are effective by demonstrating The performances are convincing bydemonstrating: technical skills (e.g. general accuracy with secure technical skills (e.g. awareness of the music being mostly in tune, some control instrumental tuning and pitch appropriate bowing, assured technical skillsare fluent, of bowing, some control of embouchure, someappropriate embouchure, effective breathing,accurate and secure(e.g. controlled control of breathing, some consistency inconsistency in changing registers, playinginstrumental tuning and pitch, secure changing registers, some playing techniquestechniques appropriate to the instrument, bowing, reliable embouchure, secure appropriate to the instrument, somegenerally consistent tone)and breathing, consistency in changing registers, consistency of tone), andsecure playing techniques appropriate to themusical skills that demonstrate anappropriate instrument, consistency of tone),and musical skills with respect to phrasing, sense of styleincluding phrasing, dynamics, dynamics, rhythm and feel,andrhythm and feel, andmusical expression and interpretationthrough communicating clear understanding presentation skills appropriate to the genre confident communication appropriate to theof the musical style, including phrasing, and style of the music, including appropriategenre and style of the music, including dynamics, rhythm and feel. posture and stagecraft.appropriate posture and stagecraft.The assessment criteria must be applied to provide an overall judgement based on the weight of evidence across both performances.Theperformance of each piece of music must be assessed holistically. This means considering the musicality and merits of the performance as awholeand not placing emphasis on minor inaccuracies that do not affect the fluency of the performance. 6. Music 1.1 Perform two pieces of music as a featured soloist.Achievement Standard: 91090 version 1 Credits: 6AchievementAchievement with MeritAchievement withExcellencePerform two pieces of music as Perform two pieces of musicPerform two pieces of musica featured soloist.effectively as a featured soloist. convincingly as a featuredsoloist.Mark SheetName: Jarrod NewbySchool: Hamiltons Fraser High SchoolInstrument:Electric GuitarPiece:Comments: 7. Assessment schedule: Music 91090Solo Perform Evidence/Judgements towards AchievementEvidence/Judgements towards Achievement withEvidence/Judgements towards Achievement Merit with ExcellenceLive 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 seenhave 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 Mori music and improvisationThe performances demonstrate: The performances are effective by demonstrating The performances are convincing bydemonstrating: technical skills (e.g. general accuracy with secure technical skills (e.g. awareness of the music being mostly in tune, some control instrumental tuning and pitch appropriate bowing, assured technical skillsare fluent, of bowing, some control of embouchure, someappropriate embouchure, effective breathing,accurate and secure(e.g. controlled control of breathing, some consistency inconsistency in changing registers, playinginstrumental tuning and pitch, secure changing registers, some playing techniquestechniques appropriate to the instrument, bowing, reliable embouchure, secure appropriate to the instrument, somegenerally consistent tone)and breathing, consistency in changing registers, consistency of tone), andsecure playing techniques appropriate to themusical skills that demonstrate anappropriate instrument, consistency of tone),and musical skills with respect to phrasing, sense of styleincluding phrasing, dynamics, dynamics, rhythm and feel,andrhythm and feel, andmusical expression and interpretationthrough communicating clear understanding presentation skills appropriate to the genre confident communication appropriate to theof the musical style, including phrasing, and style of the music, including appropriategenre and style of the music, including dynamics, rhythm and feel. posture and stagecraft.appropriate posture and stagecraft.The assessment criteria must be applied to provide an overall judgement based on the weight of evidence across both performances.Theperformance of each piece of music must be assessed holistically. This means considering the musicality and merits of the performance as awholeand not placing emphasis on minor inaccuracies that do not affect the fluency of the performance. 8. 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 AchievementAchievement with Merit Achievement withExcellenceDemonstrate ensemble skills Demonstrate ensemble skills Demonstrate ensemble skillsthrough performing a piece of through performing a piece of through performing a piece ofmusic as a member of a group. music effectively as a member music convincingly as aof a group. member of a group.Student Instructions SheetFor this achievement standard you will be assessed on your ability to perform as a memberof an ensemble. 1. You are to present a performance of music as a member of a group before anaudience. 2. Your performance should represent the upper level of your ability on yourinstrument. 3. If you improvise in the performance, this will be assessed according to itsappropriateness to the musical style. 4. The performance will be recorded. 5. Your contribution to the group performance must be clearly heard and seen (forassessment 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, aseither 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 andaccuracy of the groups performance). At the Merit level you will also performconfidently 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 yourperformance will be assured. 9. Assessment schedule: Music 91091Group Perform Evidence/Judgements towards Evidence/Judgements towards Evidence/Judgements towards Achievement AchievementAchievement with Meritwith ExcellenceLive 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: The performances demonstrate:The performances demonstrate:ensemble skills reflecting the technicaleffective ensemble skills where theconvincing ensemble skills where the studentsdemands of a third year of study throughstudents contribution is confident, contribution is confident,sustainedand assuredgroup itinerant lessons that contribute to the: consistent and musically responsive in in relation to:relation to: cohesion(e.g. contributes to keeping the cohesion(e.g. shows awareness of performing together in a group) cohesion(e.g. contributes to keeping thegroup together throughout the performance) group together for most of thebalance(e.g. individual sound is well- balance (e.g. individual part is audible) performance)controlled and contributes to the overall intonation(e.g. individual part is generallybalance(e.g. individual part is confident sound of the group) in tune)and shows awareness of the otherintonation(e.g. individual part is musically performers) secure and maintains accurate tuning feel(e.g. performer responds to and Intonation (e.g. the individual part is throughout) shows awareness of the musical intention) mostly in tune) feel(e.g. performer communicates the style(e.g. performance attempts tofeel(e.g. performer communicates themusical intentio...