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NCEA Level 3 Making Music (90777) 2012 — page 1 of 4 Assessment Schedule – 2012 Making Music: Demonstrate aural skill across a range of musical styles and genres (90777) Evidence Statement Question ONE (a) Achievement Achievement with Merit “Popcorn” EITHER EITHER (i) (i) Describes the timbre Identifies the main timbre AND (ii) (b) Achievement with Excellence AND Identifies TWO musical features of the introduction (ii) Describes THREE musical features of the introduction OR OR Identifies TWO compositional devices used to structure ONE (of 3) sections of the music. Describes TWO compositional devices used to structure the music in each of TWO (of 3) sections of the music. Explains how TWO compositional devices are used to structure the music in each of TWO (of 3) sections of the music, and gives ONE relevant and accurate musical example. (a) Extract 1 (i) Main timbre • Synthesiser (electronic / synthesised) (ii) Musical features of the introduction • A (tonic pedal) note is sustained / held through the whole introduction • Percussion (tambourine) plays on the crotchet beats • A one-bar riff / ostinato / rhythmic motif begins in the bass in bar 3 (heard four times) • The last part of the bass riff is a diminution of the opening motif • Other responses possible (b) Extract 2 Development of the opening motif, and the use of compositional devices to structure the extract (do not accept evidence repeated between sections) • Section (2) - Tonality - A minor third higher than Section (1) / D major rather than B minor / relative major - Melody - The melody is the opening motif / melody played at a higher pitch (a 5th higher), eg: # & # œ œ œ œ œ œ œ J - Sustained notes ( / countermelody) follow the contour of the melody at a lower pitch (a 6th lower) • Section (3) - Rhythm - The opening motif is repeated, but syncopated, eg ## œ œ œ œ œ œ œ & - A (snare) drum (and shaker) motif begins - Melody - Sustained notes follow the contour of the melody, at pitch, then an octave higher NCEA Level 3 Making Music (90777) 2012 — page 2 of 4 • Section (4) - Texture - Polyphonic - Each part is rhythmically different - Rhythm - The opening motif is syncopated, as in Section (2) - The (snare) drum (and shaker) motif continues Other responses possible Question TWO (a) Achievement Achievement with Merit Achievement with Excellence Fantasia and Fugue in G minor, BWV 542 Identifies FOUR (of 5) textures, and describes how THREE of the textures are used AND (b) Explains how melody and harmony are used to provide contrast in ONE section Explains how melody and harmony are used to provide contrast in TWO sections OR (c) Transcribes TWELVE pitches, with no more than FOUR rhythmic errors. Transcribes FOURTEEN pitches, with no more than TWO rhythmic errors. (a) Extract 1 Textures, and how each is used • Texture (1): Homophonic: Melody with (sustained) chords • Texture (2): Monophonic: Melody in the bass register (played in octaves) • Texture (3): Homophonic: Perfect cadence (chords) • Texture (4): Monophonic: Fugue subject (accept “a single melodic line”) • Texture (5): Polyphonic: Fugue answer with countersubject above (accept “two rhythmically independent melodies”) (b) Extract 2 How melody and harmony are used to provide contrast • Section (1) - Chords interrupted by decorated melody containing scales and arpeggios • Section (2) - Scalic melody over (dominant) pedal in bass • Section (3) - Melody is imitated immediately producing a contrapuntal texture. Rate of chord change is much faster Other responses possible, but must include detail (c) Extract 3 bc b & There are four contours, and 17 pitches to transcribe. Organ Œ œ ‰ œJ œ œ œ œ œ bœ œ œ œ œ œ œ b & 3 œ œ œ #œ œnœ œ œ œ œbœ œ nœ nœ œ œ œ œ œ œ œ œœ œ J ‰ Œ NCEA Level 3 Making Music (90777) 2012 — page 3 of 4 Question THREE (a) Achievement Achievement with Merit Achievement with Excellence “Jupiter” from The Planets / “World in Union” Extract 1 TWO of: (i) Identifies ONE group of instruments playing the melody at the beginning: • strings (except double bass) (do not accept the identification of a single instrument, eg “violins”) • brass. (ii) Describes how the pitch of the repeated melody is altered: • each time the melody is heard, it is played an octave higher. (iii) Explains that the extract lacks a final cadence / ends on a sus chord. (b) Extract 2 Identifies FIVE chords in the correct inversion (see below). Identifies SEVEN chords in the correct inversion (see below). There are eight chords to be identified. Andante maestoso Piano b & b b 43 œ œ™ œ œ œ œ œ œ œ œ œ . IV 4 b &b b ˙ vi V Ib œ œ™ œ œ œ œ œ œ œ œ œ . I7b œ œ œ œ IV V œ œ œ œ IV7 IVb ˙ I NCEA Level 3 Making Music (90777) 2012 — page 4 of 4 Question Three cont’d Question Achievement Achievement with Merit (c) Achievement with Excellence Extract 3 b4 U b & 4 b &b ˙™ U œ ˙ œ Transcribes the music (see below) including: Transcribes the music (see below) including: • Dd time signature • Dd time signature • no more than FOUR errors of pitch or rhythm (allow sustained notes instead of rests) • no more than TWO errors of pitch or rhythm (allow sustained notes instead of rests) • mostly correct word alignment • correct word alignment • correct stem directions. • correct stem directions. Œ œ ˙™ world œ I feel, So rare, œ™ œ œ Œ There’s a dream, œ œ Œ Œ œ œ Œ Œ œ œ in u - ni - on, œ ˙™ so real, All the œ œ ˙ The world as one. Œ Judgement Statement Achievement Achievement with Merit Achievement with Excellence 3A 2M+1A 2E+1A OR OR 1M+1A 2E