NCEA Level 1 Music (91094) 2014 Assessment Schedule

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NCEA Level 1 Music (91094) 2014 — page 1 of 8
Assessment Schedule – 2014
Music: Demonstrate knowledge of conventions used in music scores (91094)
Evidence Statement
Question
Sample Evidence
Achievement
Achievement
with Merit
Achievement
with Excellence
ONE
(a)
(i) Dd
(ii) Bar 35 / bar 48
(b)
(i) “A tempo” is needed because the instruction “rit.” has made the music
slow down.
BOTH responses
correct.
ONE response correct.
BOTH responses
correct.
(ii) A minimum of six singers is required. (ie 1 each of SAATBB)
(c)
(i) “8va” is used EITHER:
ONE response correct.
 to indicate that the notes are to be played an octave higher than written
OR
 to avoid leger lines.
(ii) The notes would be played EITHER:
 as an arpeggio OR
 one note at a time, from lowest to highest.
(d)
Bar 37: Monophonic
 the piano plays an unaccompanied melody.
Bar 44: Homophonic
 the (majority of the) parts move in rhythmic unison.
Bar 48: Homophonic
 the parts move in rhythmic unison.
Other responses possible.
Identifies TWO textures.
Identifies TWO textures
AND provides
supporting evidence for
both.
BOTH responses
correct.
NCEA Level 1 Music (91094) 2014 — page 2 of 8
Question
Sample Evidence
Achievement
with Merit
Achievement
One (e)
(f)
Achievement
with Excellence
Correctly notates ONE
example of a melisma,
including the notes, slur,
and lyrics.
(i) Bar 46 / bar 47
Identifies the bar in
which the modulation
occurs.
(ii) E minor
Identifies the key of the
modulation.
Identifies the key of the
modulation
AND
(iii) Subdominant minor
(g)
Identifies the
relationship of the new
key to the tonic key.
(1) Minor 6th
Demonstrates
knowledge by
identifying the quantity
of TWO intervals.
(2) Minor 2nd
(3) Perfect 4th
(h)
Demonstrates in-depth
knowledge by
identifying TWO
intervals.
The beginning of bar 44 is the climax point because:
Demonstrates
comprehensive
knowledge by
identifying all THREE
intervals.
Provides TWO pieces of
musical evidence.
 there is a crescendo from bar 42 to this point (volume)
 the (overall) texture is thickest, with the full chord in the piano RH / divided
alto part (texture / volume)
 the sopranos have the highest note sung in the extract (register)
 the words “leads him” are emphasised by the unison homophonic rhythm
after the polyphonic writing in the previous bar (word-setting / texture).
Other responses possible.
N1
A partial piece of
evidence at
Achievement level.
N2
A3
ONE piece of evidence
at Achievement level.
TWO (of five) pieces of
evidence at
Achievement level.
N0/ = No response; no relevant evidence.
A4
FOUR (of five) pieces
of evidence at
Achievement level.
M5
THREE (of five) pieces
of evidence at Merit
level.
M6
FOUR (of five) pieces
of evidence at Merit
level.
E7
E8
TWO (of five) pieces of
evidence at Excellence
level.
THREE (of five) pieces
of evidence at
Excellence level.
NCEA Level 1 Music (91094) 2014 — page 3 of 8
Question
Sample Evidence
Achievement
Achievement
with Merit
Achievement
with Excellence
TWO
(a)
Variation of the melodic phrase in bars 61–62:
 bar 64 – rhythm / pitch (melody): shortened duration of note for “shoes” /
addition of note for “yeah”
 bar 65 – harmony: changes (to a D major chord)
 bar 65 – rhythm: anticipation / syncopation of “blue” on last quaver
 bar 66 – rhythm / pitch (melody): addition of notes for “baby” (with wide
leap)
Describes TWO ways
the vocal melody is
varied.
Describes TWO ways
the vocal melody is
varied, AND for BOTH,
identifies the bar
number and underlined
musical element.
 bar 68 – rhythm / pitch (melody): alteration / syncopation of rhythm of “blue
suede” / addition of notes for “Well, you can”.
(b)
The guitar plays the notes of the chords individually / separately.
Other responses possible.
(c)
Similarities:
 pitch: the first four notes of both are the same / both are descending
(overall)
 rhythm: both start with a rest / are syncopated.
Differences in the second lick:
 rhythm: different note-durations / no triplets
 melody: two bars long / one bar longer / the melody is extended
 pitch / harmony: single pitches only / doesn’t begin with a two-note chord.
Other responses possible.
Describes how the
notes in the guitar part
relate to the harmony.
Describes any TWO
ways the guitar lick is
similar and / or different.
Describes any TWO
ways the guitar lick is
similar and / or different,
AND for BOTH,
identifies the underlined
musical element.
NCEA Level 1 Music (91094) 2014 — page 4 of 8
Question
Two (d)
Sample Evidence
Technique
Bar no.
Notation
Achievement
How it is played
Simple description: bend the string.
Whole-step
bend
52
Explanation: after picking the note,
bend the string up (a whole tone
higher) with the fretting finger.
Achievement
with Merit
Achievement
with Excellence
For TWO techniques:
For TWO techniques:
For TWO techniques:
 identifies the bar
number
 identifies the bar
number
 identifies the bar
number
 copies the notation.
 copies the notation
 copies the notation
 simply describes the
technique.
 explains the
technique.
Identifies, for TWO
chromatically altered
notes:
Identifies, for TWO
chromatically altered
notes:
Identifies, for TWO
chromatically altered
notes:
 the bar number
 the bar number
 the bar number
 the lyric
 the lyric
 the lyric
AND for ONE, identifies
the scale degree OR the
note number (3rd or 7th).
 the scale degree
Simple description: slide to the note
/ play two notes.
Legato slide
58
Explanation: after picking the first
note, slide the fretting finger to the
second note without picking it.
Simple description: let go of the
string / make it lower.
Pull-off
53, 56
Explanation: fret both notes, pick
the first note, then pull the fretting
finger off to allow the second note to
sound (without picking it).
Other responses possible.
(e)
(i) A major
Identifies the key.
Notates one octave of
the scale, with key
signature, ascending, in
semibreves.
(ii)
(iii)
Bar no.
Word
62, 64, 66, 68
shoes
70
blue
64
yeah
69
do, (any)thing
(iv) Blue notes
Scale degree
Mediant
Leading note
Identifies the musical
NCEA Level 1 Music (91094) 2014 — page 5 of 8
term.
Question
Two (f)
Sample Evidence
Achievement
with Merit
Achievement
Chords used in the extract:
Achievement
with Excellence
For TWO chords:
 writes the chord
symbol
 notates a triad in root
position, including
accidentals.
(g)
(i) Part of the song: the end of the song
Identifies the location of
the extract, and
provides TWO pieces of
supporting evidence.
 “outro” indicated in the heading
 “CODA” indicated in bar 60
 last note / chord is the tonic
 fermata / pause-mark over final note
 double bar at the end.
(ii) Form: 12-bar blues
Identifies the form, and
provides ONE piece of
supporting evidence.
 uses the 12-bar blues chord pattern
 guitar solo and coda are each 12 bars long
 only three chords (I, IV, V) used
 the first four-bar vocal phrase is repeated before a different third
phrase.
Other responses possible.
N1
A partial piece of
evidence at
Achievement level.
N2
ONE piece of evidence
at Achievement level.
N0/ = No response; no relevant evidence.
A3
TWO (of six) pieces of
evidence at
Achievement level.
A4
FOUR (of six) pieces of
evidence at
Achievement level.
M5
THREE (of six) pieces
of evidence at Merit
level.
M6
E7
E8
FOUR (of six) pieces of
evidence at Merit level.
TWO (of five) pieces of
evidence at Excellence
level.
THREE (of five) pieces
of evidence at
Excellence level.
NCEA Level 1 Music (91094) 2014 — page 6 of 8
Question
Sample Evidence
Achievement
Achievement
with Merit
Achievement
with Excellence
THREE
(a)
(i) Wind band / concert band / symphonic band
ONE response correct.
(ii) ALL of: flute, oboe, trombone, baritone, tuba
(b)
(iii) “a2” means that the Clarinet I and II parts both play the same music.
Explains the meaning of
the term.
Snare / side drum:
Identifies BOTH
instruments.
 usually found in second space on percussion staff
 plays mostly on weak beats / beats 2 and 4
 plays rolls (eg bar 6).
Identifies BOTH
instruments AND
provides ONE different
piece of supporting
evidence for each.
Bass drum (accept “kick drum”):
 usually found in bottom space on percussion staff
 plays mostly on strong beats / beats 1 and 3.
Other responses possible.
(c)
(i) ONE of: Largo / Adagio / Lento / Andante (moderato), (con espressione)
BOTH responses
correct.
(ii) Rehearsal letter / rehearsal mark
(d)
(e)
Pitch name
Instrument
Highest pitch
G
Flute
Lowest pitch
Bb
Tuba
Identifies BOTH
instruments.
Identifies BOTH
instruments AND
pitches.
Makes a transcription,
including:
Makes a transcription,
including:
Makes a transcription,
including:
 no more than TWO
incorrect pitches.
 no more than ONE
incorrect pitch.
 all pitches, durations,
stem direction and
note-alignment
correct
 dynamics and phrase
marks OR tempo
modification and
fermata.
 dynamics and phrase
marks AND tempo
modification and
fermata.
NCEA Level 1 Music (91094) 2014 — page 7 of 8
Question
Three (f)
(g)
Sample Evidence
Achievement
with Merit
Achievement
Compositional device: sequence
Identifies the
compositional device.
(i) The notes are shorter and detached / the tuba plays crotchets with
crotchet rests, instead of minims.
Other responses possible.
Describes how the tuba
part has changed.
(ii) In bar 19–24 the note values are halved / the rhythm is twice as fast.
Describes how the
rhythm is different AND
identifies the
compositional device.
(iii) Compositional device: diminution
(h)
Achievement
with Excellence
There are 15 pitches to be transposed.
Transposes TWELVE
pitches down a 2nd.
Transposes TWELVE
pitches down a major
2nd, and includes:
Transposes
FOURTEEN pitches
down a major 2nd, and
includes:
 the correct key
signature
 the correct key
signature
 the F# in bar 21
 the F# in bar 21
 correct durations of
the transposed
pitches.
 correct durations AND
stem directions of the
transposed pitches
 the dynamic marking,
rehearsal marking,
and slurs.
N1
A partial piece of
evidence at
Achievement level.
N2
A3
ONE piece of evidence
at Achievement level.
TWO (of seven) pieces
of evidence at
Achievement level.
A4
FOUR (of seven)
pieces of evidence at
Achievement level.
M5
M6
THREE (of five) pieces
of evidence at Merit
level.
FOUR (of five) pieces
of evidence at Merit
level.
E7
E8
ONE (of four) pieces of
evidence at Excellence
level.
TWO (of four) pieces of
evidence at Excellence
level.
N0/ = No response; no relevant evidence.
Cut Scores
Not Achieved
Achievement
Achievement with Merit
Achievement with Excellence
NCEA Level 1 Music (91094) 2014 — page 8 of 8
Score range
0–7
8 – 14
15 – 19
20 – 24
×

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