Secondary Curriculum 2A Assignment 1 Robert Moiler 18046292

Contents
Student 1 Responses: 2

Student 2 Responses: 4

Student 3 Responses: 6

Student 4 Responses: 8

Student 5 Responses: 10

Student 6 Responses: 12

Student 7 Responses: 14

Student 8 Responses: 16

Student 9 Responses: 18

Student 10 Responses: 20

Marking Rubrics and Overall Marks: 22

Statement of Assessment: 24

References: 26

*Responses have justification of marks given, general comments, strengths and areas of
improvement for their response.

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Secondary Curriculum 2A Assignment 1 Robert Moiler 18046292

Student 1:

Ranking/Justification: =5/10.
I have given this student a 4/6, as whilst they have answered the question well, they could have
gone into more detail. They have identified the texture and phrasing used in the excerpt, though
there are a couple of incorrect observations in their answer.

Mark for Part a: 4/6

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to 4
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture

Comments: This is a good response. You have identified the main phrasing elements present in the
excerpt, and have used correct metalanguage in discussing the shift in textural integrity of the
excerpt.

Strengths: You have correctly identified the key textual elements of the excerpt and its
development, using musical metalanguage in your response. You have also correctly identified the
phrasing of the rhythmic instrument used, and using your last point, “there was 2 phrases, both
repeated 4 times each with added texture”, have linked the two together.

Areas of improvement (AOI): I believe that your response could have been clearer. For example, you
have stated for polyphonic texture, “sustains the note, then singer”. What sustains the note? What
does the singer do to make the texture polyphonic? Although you have correctly identified the
phrasing of the rhythmic instrument, you have listed the cowbell as the instrument used. Are you
certain it’s a cowbell? If the instrument sounds like another instrument, describe the sound it
produces. E.g. metallic sounding percussive instrument, struck with a stick.

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Secondary Curriculum 2A Assignment 1 Robert Moiler 18046292

Mark for Part b: 6.5/10

This student provided a good answer. They identified the contrasts between the 2 excerpts and have
used all the concepts of music in identifying the contrasts between the 2. They have gone into some
detail with their answer, there are a couple of inaccurate observations, and for some points they
have listed, could have gone into a little more detail.

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 – 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations 6.5

 Provides some description of the use of the Concepts of Music in the excerpt 3-5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

Total Mark: 10.5/16

Comments: This is a very good response to the question. You have mentioned all the concepts of
music in your response and have gone into detail the differences between the two different
excerpts.

Strengths: Your response is well structured. You have demonstrated a good ear for music, and great
listening skills. You’ve identified the main differences in the two excerpts, such as the use of a bongo
for percussion, the shift in texture, a greater use of dynamics and embellishment of the main melody
by the lead vocals. You have also discussed in detail how each new technique used in the 2nd excerpt
creates contrast with the 1st excerpt. A great response.

AOI: Whilst you have noted the difference in texture in the 2nd excerpt, the texture of the 2nd excerpt
is homophonic, as there are no additional musical parts entering the 2nd excerpt throughout the
piece. The backup singers in the 2nd excerpt sing the same vocal line in the 1st excerpt, shifting its
role from the main vocals to a background role. Other than that, a great response.

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Student 2:

Ranking/Justification: 4/10
This was a good answer provided. The student has identified some key features of phrasing and
texture in the excerpt, though they could’ve clarified some of their answers. Using metalanguage
relevant to the concept of music, and going into detail in some of their answers would’ve given them
1-2 extra marks.

Mark for Part a: 4/6

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to 4
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture

Comments: A well-structured answer. You’ve discussed the phrasing and texture of the excerpt in
clear detail, utilizing metalanguage in answering the question. Though texture is discussed more
than phrasing, this is a good answer.

Strengths: You’ve discussed the texture of the excerpt, going into good detail about how the texture,
through the progression of the excerpt, develops through multiple layers continuously being added,
and referenced phrasing using a drum ostinato. Good identification of each vocals phrasing through
the excerpt.

AOI: The response, although good, lacked correct metalanguage. There is no mention of
monophonic or homophonic texture through your response. Whilst what you have written was
good, utilizing the correct metalanguage will help in the future when answering other questions. You
could have dived more into how phrasing is used in the piece. For example, the percussion, metallic
sounding, provides a constant 1-bar ostinato that provides a constant beat, and establishes the end
of each individual phrase. There is a staggered entry of vocals in this excerpt, with each vocal
providing another layer of texture, as well as new phrasing throughout.

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Mark for Part b: 7.5/10

A strong answer. The student has used the concepts of music to describe the contrasts between the
2 excerpts and has provided good examples to back their observations. Same as part a, the student
could’ve gained a couple of extra marks, with the use of metalanguage (homophonic, which can tie
in with other concepts), and more detail in their answer.

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 - 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations 7.5

 Provides some description of the use of the Concepts of Music in the excerpt 3-5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

Total mark: 11.5/16

Comments: This is a good response to the question. You have discussed the contrast between the 2
excerpts, utilising the concepts of music, though in some areas of your answer, you could’ve added
more detail.

Strengths: A good answer, utilizing the concepts of music to discuss the differences between the 2
excerpts. You’ve correctly identified the different expressive techniques of the main vocal line, and
have noticed the role of the lead vocal in the 1st excerpt has now shifted to a backup role in the 2nd
excerpt. You have a good ear, which is also demonstrated through identification of the extended
pitch range, and the use of another percussive instrument.

AOI: Same as the 1st answer, metalanguage will help you immensely when answering these
questions. You have hinted at them (monophonic, homophonic), but utilizing them will help you in
the future. In the percussion section, clapping is also used as a rhythmic and textual variant from the
percussion used. The percussion ostinato has also changed, in the fact it is less syncopated than the
1st excerpt and is more textually heavy. Something to be wary about. Unfortunately, you haven’t
finished your response. I believe that if you had finished the response, this would have been a
fantastic response.

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Student 3:

Ranking/Justification: =7/10
A good response to the question. They have demonstrated some musical awareness, with some
inaccuracies and have added some generalisations about the excerpt in their answer. Clarifying their
answer, using metalanguage to discuss certain concepts, and a couple more focused points about
the excerpt could have landed them an extra couple of marks.

Mark for Part a: 3/6

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to 3
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture

Comments: Good response. You mentioned how phrasing and texture have developed in the
excerpt, but have only supplied a small amount of evidence to back up your answer.

Strengths: Good job identifying the texture as homophonic. Just be weary that it transitions from
monophonic to homophonic (drums to vocals). Good job identifying that the phrasing is in question
and answer form (use call and response).

AOI: Whilst it is a good answer, it was lacking in detail and supporting evidence. In explaining the
vocals, you could have mentioned the phrasing of the vocal line (word “Thulele” uses short, staccato
notes, whilst “Mama” uses long, drawn out notes), and whilst you have mentioned that the voices
come in one after another, you could explain what the voices do when they enter. (Voice 2 enters in
unison with lead vocals, creating a harmonizing effect. The 3rd female voice sings short phrases using
the words “Thulele Mama” underneath the 1st and 2nd female vocals.) You have mentioned a
xylophone as the percussive instrument. Is it a xylophone? And how can you be sure? If you are
unsure of what instrument it is, try and describe the way the instrument sounds, and the way it’s
played. E.g. a metallic sounding instrument, struck with a stick, provides the rhythm in this excerpt.

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Mark for Part b: 6.5/10

The student has demonstrated their understanding of the concepts of music and how they create
contrast. Although there are some inaccuracies, they describe musical events, evident by their
answer. To gain a few marks, the student need to expand on their answer, describing what
instrument is doing, and identify how each instrument, using the concepts of music, creates contrast
between the 2 excerpts.

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 - 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations 6.5

 Provides some description of the use of the Concepts of Music in the excerpt 3-5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

Total Mark: 9.5/16

Comments: This is a good response. You have used the concepts of music to describe the differences
in both excerpts, using good ear recognition to note changes in texture, expressive techniques in the
lead vocals and phrasing differences between the 2 excerpts.

Strengths: You have demonstrated good listening skills, which are reflected in your answer. You
noted that the Female lead improvises the melody, utilizes expressive techniques such as melismas
and glissandos, and has a wider vocal range in the 2nd excerpt, the swapping of the lead vocal role in
the 1st excerpt to a baking role, the addition of a bongo drum to add a layer of percussion, and
noting that the overall texture of the 2nd excerpt builds very quickly, instead of over time. Nice job.

AOI: Like the 1st answer, you have listed the xylophone as the main percussion instrument. Is it a
xylophone, and are you certain? Try and describe the way it sounds (look at AOI for 1st answer), and
add onto that. E.g. The metallic sound percussion instrument is played alongside a bongo drum,
giving the 2nd excerpt a fuller texture. You wrote, as part of your answer, “Duration is shorter, giving
a more upbeat feeling”. What is shorter? How does it give it a more upbeat feeling? You need to
dive into more detail, to clarify what you are writing about. The texture, though has parts of
polyphonic texture in the 1st excerpt, is mainly homophonic in the 2nd excerpt.

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Student 4:

Ranking/Justification: 3/10
The student has provided a very good response to the question. Their answer is clear and concise,
and they have elaborated on most of their observations. There are a couple of inaccurate
observations. Some more elaboration on their points, and 1 extra point could have landed this
student a 6/6.

Mark for Part a: 5/6

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable 5
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture

Comments: A very good response. Your answer is clear and well written, clearly describing the
phrasing and texture of the excerpt and how they work in the excerpt between the different
textures.

Strengths: A strong answer. You have demonstrated careful listening, which is apparent in your
answer. You’ve identified the different textures used in the excerpt, using correct metalanguage to
show the development of the texture. You’ve identified different phrases used in the percussion and
the vocals, noting the cowbell keeping a constant beat throughout, and identifying the unison with
the different voices. Well done.

AOI: You’ve written that the cowbell is used as the rhythmic instrument. Are you sure? Good job on
having a go at identifying the instrument. If you are unsure of what instrument it is, try describing its
sound and what generates it. E.g. a metallic instrument, struck with a stick is used to keep a constant
beat.

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Mark for Part b: 8/10

This student has provided a great response. It details the use of the concepts of music, and their
response uses great examples to identify the contrast between the 2 excerpts. They have repeated
themselves a couple of times through the response, and some of their answers need more
clarification.

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 – 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported 8
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations

 Provides some description of the use of the Concepts of Music in the excerpt 3-5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

Total Mark: 13/16

Comments: Strong answer. Your answer has shown your careful listening and ear skills, in registering
the differences between the 2 excerpts. Though at times you did repeat yourself in the answer, you
went into very clear detail about the differences in the 2 excerpts.

Strengths: You have shown a clear understanding of the concepts of music and how they are used to
create contrast between the 2 excerpts. You have identified the differences between the main vocal
lines and the use of scat singing, melismas, and improv in the 2nd excerpt, as well as the use of
dynamics. You identified the addition of another percussion instrument.

AOI: Be wary of what you write. You have repeated yourself in the answer, listing the addition of a
2nd percussive instrument twice. Clarify some of your answers E.g. Women’s voice melt together.
How do they melt together? What effect does it create that is different to the 1st excerpt?
Remember, when talking about texture, remember the correct metalanguage (homophonic,
monophonic, polyphonic etc.) to identify how the excerpt builds.

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Student 5:

Ranking/Justification: =5/10
This is a good response. They have identified the use of phrasing and texture in the excerpt, using
correct metalanguage and some musical awareness in supporting their observations. There are a
couple of inaccuracies throughout the response as well.

Mark for Part a: 4/6

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to 4
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture

Comments: A good response. You have demonstrated careful listening in identifying the different
phrases and textures used in this excerpt, and have gone into detail about their roles.

Strengths: Your response has demonstrated an understanding of phrasing and texture in the excerpt.
You have used correct metalanguage in identifying the change from monophonic texture, with the
“tin can, or xylophone”, to homophonic texture with the introduction of vocals, identifying the
different vocals used to create harmony and texture. Good identification of the questions/answer
phrasing used in the piece as well.

AOI: With the question/answer phrasing, go into detail about what instruments follow that phrasing
structure. (Do the vocals follow that phrasing? Is there question/answer phrasing with the vocals
and the percussion?) Nice attempt on the time signature. However, the excerpt is in 12/8, though ¾
and 6/8 are acceptable answers as well.

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Mark for Part b: 6.5/10

Another good response. They have used the concepts of music in describing the contrast between
the 2 excerpts. They have demonstrated aural understanding through good description of musical
events. The student could have gone into more detail. There are some inaccuracies, and some
generalisations in their response.

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 – 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations 6.5

 Provides some description of the use of the Concepts of Music in the excerpt 3-5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

Total Mark: 10.5/16

Comments: A good response. You have demonstrated a great understanding of the concepts of
music, and demonstrated good observation skills in identifying the differences between the 2
excerpts and how they differ from each other.

Strengths: You have identified key textural differences between the 2 excerpts, and have
demonstrated this through your answers. You have identified a difference in the structure of the
textural layers, and identified key features of these layers (you wrote “the female lead breaks off
and sings above the other two, making harmony, and have gone into detail about what the lead
vocals do, stating that she uses “expressive techniques like glissandos, vibrato”.) You have observed
some of the smaller changes as well, like the introduction of clapping as another percussive
instrument and the difference in note length in all instruments. Great observations.

AOI: You have contradicted yourself in identifying the overall texture of the piece, stating that the
“texture is more layered and a little polyphonic”, then stating “texture builds quickly with only one
layer, then layers come in together”. Good use of metalanguage, but be careful about contradicting
yourself.

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Student 6:

Ranking/Justification: =7/10

Mark for Part a: 3/6

A good response. The student has made some observations about phrasing and texture in the
excerpt, demonstrating some musical awareness in their answer. The student needs more relatable
answers, and needs to clarify their response to gain marks for this question.

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to 3
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture

Comments: A good attempt at the question. You have provided good answers for phrasing and
texture. However, you needed to address more characteristics of the excerpt, in relation to phrasing
and texture, and your answers need more detail.

Strengths: You have listed some good points, noting the syncopation of the percussion instrument,
very nice. You have deconstructed the harmony of the vocal line, and have discussed the phrasing
differences between the percussion and the vocal lines.

AOI: You need to clarify your answer. You’ve listed “one traditional instrument”. What is the
traditional instrument? What does it sound like? How does it produce sound? If you are unsure
about what instrument it is, describe its main characteristics. Though you have described the
texture, correct metalanguage would help in answering these questions in the future (e.g. the
texture starts monophonic with the percussion, then transitions to homophonic texture, with hints
of polyphonic texture scattered throughout).

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Mark for Part b: 6.5/10

A good response. Using the concepts of music to discuss contrast, the student has demonstrated
good aural understanding through their observations. Their response needed more detail, 1 or 2
good points relating to contrast, and correct use of metalanguage to get into the top bracket. There
are also some inaccuracies in their response.

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 – 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations 6.5

 Provides some description of the use of the Concepts of Music in the excerpt 3-5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

Total Mark: 9.5/16

Comments: This is a good response. You have talked about the use of the concepts of music in
discussing the contrasts between the 2 excerpts. Though the bulk of the answer is concentrated on
the vocal roles, you provide some good examples of contrast between the 2 excerpts. You do repeat
yourself a few times in your answer as well.

Strengths: You show a good understanding of the concepts of music. Good job on identifying the
switching of the vocal roles between the 2 excerpts, and the use of improvisation, melismas,
glissandos, and the exploration of the vocal range in the 2nd excerpt. Nice job picking up the changes
in dynamics in the 2nd excerpt as well.

AOI: Though you have some good points, you have repeated yourself a couple of times. In your
answer, you have mentioned a new percussion instrument twice, and you have made some general
observations (harmony changes to a single rhythmic pattern in harmony (chord like), while the lead
vocal explores vocal range). Whilst the lead vocal explores the vocal range, the harmony in the 2nd
excerpt is the lead vocal line from the 2st excerpt, initiating a role swap. There is a new percussion
instrument, a bongo, but the rhythm section in the 2nd excerpt is less syncopated than the 1st. You
also need to go into more detail with your answers. One of your answers mentioned a new
percussion instrument. What kind of percussion? What does it sound like? Discuss it further.

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Student 7:

Ranking/Justification: =1/10

Mark for Part a: 5/6

This is a really good response. Their response has gone into detail how texture and phrasing are used
in this excerpt. Their response is detailed and clear, elaborating on observations made,
demonstrating careful listening and musical awareness. There are a couple of inaccuracies.

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable 5
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture

Comments: This is a great response to the question. You’ve answered the question in detail,
providing suitable examples in your observations, and demonstrated careful listening through your
response.

Strengths: You have described the texture of the piece, detailing each instruments role in the
excerpt and how it develops over time, as well as the use of phrasing by the main vocal line, as well
as the harmonic lines too. Good job on identifying the ostinato in the percussion and main melody,
and the use of syncopation on the percussion too.

AOI: You have stated that the percussion instrument is a cowbell. Are you sure? Take another listen
to the excerpt. If you are having trouble identifying the instrument, describe the texture of the
sound it creates; how is it produced? Good attempt on identifying the time signature. It is, however,
in 12/8, though ¾ and 6/8 are also acceptable answers.

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Mark for Part b: 9/10

A fantastic response. The student has discussed the concepts of music and how they create contrast
between the 2 excerpts beautifully. Through great musical awareness and aural understanding, most
of their response goes into good detail. There are a couple of inaccuracies in their response.

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 – 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported 9
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations

 Provides some description of the use of the Concepts of Music in the excerpt 3-5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

Total Mark: 14/16

Comments: Great response. You have discussed in detail the use of the concepts of music in
discussing how these two excerpts contrast, and have demonstrated a high level of aural
understanding, evident through your observations.

Strengths: You have answered the question quite well. You’ve identified the extended vocal range of
the main vocals, and its use of chromaticism, melismas and expressive techniques, which differ from
the 1st excerpt. Nice job on identifying the roll switch in the vocals, with the lead vocal line used as a
harmonic line in the 2nd excerpt. You’ve correctly identified the changes in textural development as
well in the 2nd excerpt, and discussed the differences between the 2 excerpts (new percussion
instruments, lower female voice). Nice job.

AOI: When discussing dynamics, listen to any musical cues that affect the dynamics in the excerpt.
Towards the end, the dynamics crescendo in the 2nd excerpt when the main vocal line goes higher in
register, and decrescendo when she lowers her register. Using metalanguage, when identifying
texture (homophonic) will help when answering future questions.

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Student 8:

Ranking/Justification: 9/10

Mark for Part a: 3/6

A good response. The response reflects on phrasing and texture in the piece and how it is used. They
provide good observations about the excerpt, though they do not go into a lot of detail. There are
some good answers provided, though there are inaccuracies and some generalizations. Use of
metalanguage and more detailed answers would’ve given them a couple more marks.

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to 3
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture

Comments: A good response. You have discussed the use of phrasing and texture in the excerpt, and
have provided good examples to back up your observations.

Strengths: You have correctly identified the gradual build-up of textual depth in the excerpt,
signalled by describing “the piece continues building up voice texture with multiple harmonies and
back-up vocals. The layers of texture finish with the addition of a round.” This is a good observation
of the overall textural development of the piece. You have made some observations of phrasing in
your response as well, noted by mentioning the round form and the repetition of each phrase
building textural integrity.

AOI: A good observation should contain metalanguage relevant to the concepts of music you are
discussing. E.g. we are discussing texture, mention if the piece is monophonic, homophonic, does it
develop over the duration of the excerpt, or is it audibly heard from the start. Good attempt on
identifying the beat, but it is syncopated, not synchronized.

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Mark for Part b: 5.5/10

A good response. They discuss how contrast is created between the 2 excerpts using the concepts of
music. Same as part a, there are some good observations, but more detail about the events
occurring that create contrast is needed. The answers need more detail, and there are inaccuracies
throughout the response.

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 - 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations 5.5

 Provides some description of the use of the Concepts of Music in the excerpt 3-5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

Total Mark: 8.5/16

Comments: This is a good response. You’ve highlighted the key contrasting differences between the
2 excerpts with some detail. You’ve shown a god understanding of the Concepts of Music, and how
they create contrast.

Strengths: Noting the use of an alternate melody above the original melody, almost scatting it and
exploring her vocal range and adding crescendos in her improvisation demonstrates careful listening.
Good job identifying an additional percussion part, no use of a round throughout the 2nd excerpt,
unlike the 1st excerpt and the repeated phrase used towards the end.

AOI: You need to go into more detail with your answers. You stated that there is an alternate melody
sung over the old melody. Describe the role switch between the 2 excerpts. E.g. The main melody in
the 1st excerpt is now used as harmony in the 2nd excerpt underneath the improvised melody. When
identifying any other instruments, describe the instrument. What does it sound like? What impact
does it have on the texture of the piece?
Metalanguage is important when discussing the Concepts of Music. You have made an attempt in
discussing textural development. However, apart from the intro, all instruments heard in the excerpt
come in all at once after the lead vocals enter. Instead of slowly building up, it hits you all at once.

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Student 9:

Ranking/Justification: =1/10

Mark for Part a: 6/6 YAY! :D

A fantastic response. The student has gone into great detail about texture and phrasing in the
excerpt, identifying the key features of both contexts through great musical awareness and careful
listening.

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable 6
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture

Comments: This is a fantastic response. You have done a great job identifying the use of phrasing
and texture in the excerpt, and have done so with keen observations and careful listening. Well
done.

Strengths: You’ve done a great job describing the texture of the piece, understanding how each
instrument contributes to the textural development of the excerpt. Nice job on identifying the
syncopation in the percussion. Your understanding of the phrasing in the excerpt is great. This is
shown through identifying repeated phrases in different voices, correct observation of the time
signature (is in 12/8, but ¾ is an acceptable answer too), and observing the use of syncopated vocal
rhythms underneath the main melody.

AOI: Using metalanguage can help describe your observations in a clearer way. Though the way you
have described the texture is great, using the metalanguage can help get your point across more
clearly. E.g. The texture is monophonic in the start with a percussive instrument. The texture
develops with the gradual addition of female vocals, in different registers, changing the texture to
homophonic. There are hints of polyphonic texture throughout the excerpt, with the “trills” of
another female vocal underneath the harmony. Though you have described the percussive
instrument as a cowbell, it is struck with sticks. If you’re unsure about the instrument, describe the
sound it produces.

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Mark for Part b: 8/10

This is a very good response. The student has discussed in detail how the concepts of music create
contrast between the 2 excerpts. Their answers are detailed, and through aural understanding,
highlight the main contrasts between the 2 excerpts. There are a couple of inaccuracies, and the
student could have made 1-2 more solid observations to gain that last 2 marks.

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 – 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported 8
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations

 Provides some description of the use of the Concepts of Music in the excerpt 3-5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

Total Mark: 15/16

Comments: A fantastic response to the question. Your answers have shown a great level of aural
understanding of the concepts of music in describing the contrasts between the 2 excerpts.

Strengths: Your answers are clear and concise. You identified the key changes in pitch, with the use
of a higher improvised melody, complimented by the harmonized melody (originally the main
melody in the 1st excerpt) and the retraction of the “echo voice”. You’ve developed a good ear,
evident in describing the different texture of the piece, and the increased use of dynamics and
expressive techniques in the 2nd excerpt.

AOI: There are a couple of areas that need some adjustment. Mentioning the echo voice, whilst
good, doesn’t get put on top of the melody; the lead female vocals sings an embellished melody.
Using metalanguage will help not only give your answer greater detail, but also help you discuss
other concepts of music as well. E.g. The texture is homophonic throughout the 2nd excerpt, with an
embellished melody now sung as the main melody. The homophonic texture of the piece is thicker
than the 1st excerpt, through the addition of a bongo drum, and another layer of female vocal
providing harmony.

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Student 10:

Ranking/Justification: 10/10

Mark for Part a: 2/6

A good attempt. The student has demonstrated limited musical awareness, discussing the use of
phrasing in the excerpt, with very little mention of texture. There are inaccuracies in this response.
More observations are required in regards to texture, elaboration of observations and more detailed
points are required for the student to gain more marks.

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture 2

Comments: An okay response. You have discussed phrasing and texture in the excerpt, but you
haven’t gone into a whole lot of detail with your response.

Strengths: You have identified that the vocals create harmony and contrast against the drum beat.
You have made an attempt to discuss the phrasing of the excerpt and mentioned the variation of the
phrasing and the texture when the phrase repeats.

AOI: You need more observations, and you need to go into more detail with your answers. You
mentioned the voice creates harmony and contrast against the drums. How does it achieve that? Is it
through different phrasing, or through the gradual addition of new voices? You’ve also mentioned
the phrasing last for 2-3 bars after the word “mama”, changing slightly. Same as the previous
question, how does it change? You need more detail in your answer. E.g. The voices create a
harmony that builds underneath the main vocal line. This builds over the duration of the excerpt,
shifting the texture from monophonic (with the drums in the beginning), to homophonic texture. If
you are unsure of the instrument used in the drums, describe how it sounds.

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Mark for Part b: 3/10

A good attempt. The student, like the last question, has only discussed duration and phrasing. There
is some mention of expressive techniques, but no other observations relating to the concepts of
music and creating contrast between the 2 excerpts. Discussing other concepts of music will gain a
few marks. Elaboration of main points, and use of metalanguage is key to gaining a higher mark.

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 - 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations

 Provides some description of the use of the Concepts of Music in the excerpt 3–5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples 3

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

Total Mark: 5/16

Comments: A good attempt. You have used most of the Concepts of Music in describing the contrast
between the 2 excerpts, and have gone into some detail about how they are used to create contrast.

Strengths: You’ve identified that there is a difference in textural build-up, where all voices enter at
once at the beginning, instead of building up like the 1st excerpt. Good musical awareness in
identifying the extended lead vocal range, and the addition of bongos to create denser texture with
an additional percussion voice.

AOI: You need to discuss tone colour and dynamics/expressive techniques, and go into detail
structure, pitch, duration, and texture. Metalanguage will help when describing the concepts of
music, and will help you discuss and elaborate other points as well. E.g. The texture in the 2nd
excerpt differs from the 1st excerpt. The texture in the 2nd excerpt is homophonic, where the voices
come in at once, instead of gradually coming in. The addition of another percussion instrument, a
bongo, and another female vocalist has thickened the texture of the excerpt. There is still a small
percussion intro for about 3 beats, and the percussion section plays a less syncopated pattern in the
2nd excerpt. Nice to see you have an attempt at the question. Are you a drummer?

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Marking Rubrics and Overall Marks:

Part A:

Marks
Criteria

 Demonstrates careful listening and musical awareness, although descriptions 5-6

of musical events may contain some inaccurate observations
 Describes in detail the Phrasing & Texture of the excerpt, using suitable
examples to support observations

 Demonstrates some musical awareness, but observations may contain some 3-4
inaccuracies
 Describes the Phrasing & Texture of the excerpt and includes examples to
support descriptions

 Demonstrates limited musical awareness in the identification or description of 1-2

the Phrasing & Texture 2

Part B:

Mark

Criteria

 Describes in detail the use of the Concepts of Music in the excerpt, and selects 8 - 10
appropriate examples to support response
 Demonstrates a high level of aural understanding using well-supported
observations, including detailed descriptions of musical events. Answer may
contain some inaccurate observations

 Describes the use of the Concepts of Music in the excerpt and uses examples to 5.5 -
support response 7.5
 Demonstrates aural understanding, including descriptions of musical events.
Answer may contain some inaccurate observations

 Provides some description of the use of the Concepts of Music in the excerpt 3–5
 Demonstrates some aural understanding, makes generalisations and may
provide supporting examples 4

 Demonstrates limited aural understanding of the use of pitch and duration in 0.5 -
this excerpt 2.5

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Overall Marks and Ranks for Both Questions:

Student Part A Part A Part B Part B Overall Overall

Mark Rank Mark Rank Mark Rank
1 4 =4 6.5 =5 10.5 =5

2 4 =4 7.5 4 11.5 4

3 3 =7 6.5 =5 9.5 =7

4 5 =2 8 =2 13 3

5 4 =4 6.5 =5 10.5 =5

6 3 =7 6.5 =5 9.5 =7

7 5 =2 9 1 14 =1

8 3 =7 5.5 9 8.5 9

9 6 1 8 =2 14 =1

10 2 10 3 10 5 10

Blue Highlight = 1st in question

Green Highlight = 1st in class

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Statement about Assessment and its impact on Teaching and Learning Theories:

Assessment plays a vital role in developing an understanding of our students. It demonstrates their
strengths, as well as weaknesses in certain areas of a chosen discipline. Much of our teaching is
inherited and transmitted from past educators, with cultural and professional bound by promoting
this wisdom that makes up the basis of our discipline, music. (Underhill, 2005) When assessing a
unit, there are two primary methods of assessing a student’s understanding of the material:
Formative assessment, taking place during the instruction of the unit, to demonstrate student
knowledge of new information, and Summative, taking place in the form of an exam, such as the
Music 1 aural skills exam.

Many assessment strategies utilize both formative and summative assessments, as both are used to
demonstrate an understanding of the material as it’s being taught, and to display a student’s
engagement of prior learning in completing an exam at the end of the unit. We can split this even
further. Whilst some questions dive into a recollection of facts (such as a multiple-choice exam),
other parts, or whole exams begin to dive into “understanding the concepts or investigating
processes that are central to the ‘ways of thinking and doing’.” (James, 2006) This form of testing, as
discussed by James (2006), focuses on classical test theory, which focuses on differentiating students
who possess certain attributes, which are evident in assessment. This is further demonstrated by
four strong links to assessment and learning in all areas of study: Eliciting Prior Knowledge, Providing
Effective Feedback, Teaching for Transfer of Knowledge, and Teaching Students How to Self-Assess.
However, without a strong cultural shift in teaching, new, promising techniques won’t be effective.
(Shepard, 2005).

Assessment and instructional scaffolding are the two key strategies for teachers in attaining learning
outcomes. They are school-based thoughts; the main learning theories, and the assessment
techniques which best demonstrate its instructed design. These are led by behaviourists and
cognitivists, with behaviourists focus on self-testing and formative feedback, and cognitivists focus
on graded questions in assessment to push and attain higher order thinking. (Pattalitan Jr., 2016)
Along with this instructional scaffolding, comes evaluation of the student’s knowledge, and if said
the intended outcome of learning new knowledge has been achieved. However, there is no suitable
scaffold to evaluate learning, and develop a conceptually based scheme to evaluate learning off.
(Kraiger, Ford and Salas, 1993) Relating to learning outcomes and evaluation, Pattalitan Jr. (2016)

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states that qualitative evaluation of outcomes shows that “learning theories provide a profound
coherence and understanding in changing teaching practices and standards”, which can help
teachers to structure units when we can’t rely on past experiences to evaluate and assess prior
knowledge.

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References:

Underhill, AF. (2005). Theories of Learning and Their Implication for Online Assessment. Turkish
Online Journal of Distance Education. 7(1), 165-174.

Pattalitan Jr., A. (2016). The Implication of Learning Theories to Assessment and Instructional
Scaffolding Techniques. American Journal of Educational Research. 4(9), 695-700

Shepard, LA. (2005) Linking Formative Assessment to Scaffolding. Educational Leadership. 63(3), 66-
70

James, M. (2006) Assessment, Teaching and Theories of Learning. Assessment and Learning (1st ed.)
47-60. Sage.

Kraiger. K., Ford, K., & Salas, E. Application of Affective Cognitive, Skill-Based and Affective Theories
of Learning Outcomes to New Methods of Training Evaluation. Journal of Applied Psychology
78(2). 311-328.

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