Subject Area: : HSC Music

Author: Fiona Clouston

Description

ACTIVITY: BOSTES HSC MUSIC SYLLABUS (Page 20)

Performance Elective Perform a solo piece on an instrument or voice. The piece must represent the additional topic (Music from 1900- 1945). Time limit for the piece is 5 minutes.

• A performance must be accompanied unless the work was composed to be performed unaccompanied.
• Accompaniments may be live or pre-recorded. In the case of pre-recorded accompaniments, the part of the candidate must be clearly displayed and must not be included on the tape.
• Electronic instruments may be used as solo instruments or as an accompaniment or as part of an ensemble.
• The term ‘ensemble’ refers to any piece presented by two or more performers that specifically demonstrates the individual candidate’s use and understanding of ensemble skills. In ensemble performances, the student is permitted to undertake a non-solo part, provided that the musical contribution can be clearly identified in the performance.
• The legitimate use of technology, such as synthesisers, MIDI-controlled instruments (sequencers, drum machines, electronic percussion and samplers) and recorded accompaniment, must be appropriate to the performance

Curriculum Links

Learning Experiences in Music include – BOSTES syllabus page 10

The learning experiences are performance, composition, musicology and aural.

Students develop skills through the integration of these learning experiences. For the purposes of this assessment – Performance – these areas are assessed.

• playing
• singing
• moving
• improvising
• organising
• creating
• evaluating
• analysing
• listening
• memorising

DOMAIN: Music

STRAND: Performance Link to curriculum.

Performance: from (BOSTES page 20). The development of performance knowledge and skills should be fostered by providing extensive performance opportunities in a variety of media, styles and genres according to individual needs, interests and abilities.

A repertoire of pieces, reflecting and representative of the mandatory and additional topics, should be developed, together with associated composition, musicology and aural activities. Students should gain experience in both solo and ensemble performance at an appropriate level. Provision should be made for more advanced performers to work at higher levels, including preparation and presentation of recital programs. Students should have experiences in performing:

• music of various genres and styles representative of the topics studied
• original compositions
• music studied in listening activities where appropriate · accompaniments of class or other school music making activities
• improvisations
• using different types of technology.

Click to access music-1-st6-syl-from2010.pdf

Purpose

The outcomes outlined in the BOSTES Curriculum document (NSW) mention the purpose of this assessment. (Pages 12 – 14)

• To perform repertoire that reflects the Mandatory topic / Elective topic and addresses the stylistic and technical demands of the music as a soloist and as a member of an ensemble. (H1)
• To demonstrate an understanding of the relationship between combinations of the concepts of music, by interpreting, analysing and evaluating combinations of musical symbols, reflecting those characteristically used in the mandatory topic. (H2)
• Through the activity in performance students will be able to discuss, constructively criticize and evaluate stylistic features of the piece. (H6)
• Students should be able to understand the capabilities of the performing media they use in their performance. (H8)

HSC COURSE Students must study a number of works that represent an aspect or aspects of the topics. They may choose to find a piece from one of these topics. Music of a culture, Medieval music, Renaissance music, Baroque music, Classical, Nineteenth century, Music 1900 – 1945 or Music 1945 to music 25 years ago

Rubrics

MUSIC 2 PERFORMANCE ASSESSMENT RUBRIC

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music-2-performance-assessment-rubric