Ncea level one 2012
- 1. Hamilton’s Fraser High School NCEA Music Level 1 Course Outline & Student Instructions Booklet 2012 Name:_______________________
- 2. NCEA Music Level 1 Course Outline 2012 Welcome to NCEA level 1. You have an exciting and challenging year ahead, as you better yourselves as practising musicians. You will be working towards gaining 6 Achievement standards. Each achievement standard is worth a different amount of credits. You will be working towards a total of 30. They are as follows: Achievement Title Credits Standard Perform two pieces of music 1.1 6 credits as a featured soloist. Demonstrate ensemble skills 1.2 through performing a piece of 4 credits music as a member of a group. Compose two original pieces 1.3 6 credits of music. Demonstrate aural and 1.4 theoretical skills through 4 credits transcription. Demonstrate knowledge of 1.5 conventions used in music 4 credits scores. Demonstrate knowledge of 1.6 two music works from 6 credits (Literacy) contrasting contexts. 1.1 Perform two pieces of Music as a featured soloist In this achievement standard you will be given the opportunity to perform at two occasions during the year. At each of these occasions you must perform two pieces on your chosen instrument. These are due: Week 5 – Term 2 Week 9 – Term 3 1.2 Demonstrate ensemble skills through performing a piece of music as a member of a group. In this achievement standard you are to perform as a member of the group. The organisation of this is up to you individually. The performances must be videotaped and will be assessed as opportunities present themselves throughout the year. Some examples of opportunity could be Rock quest, Fraser’s “Battle of the
- 3. Bands”, Involvement with the orchestra/Jazz Band/Choir or in our Musical. All group performances should be finished by term 3 1.3 Compose two original pieces of music. For this achievement standard, you are to compose two pieces of music. One of these must use the Sibelius program and the other the Garage Band program. These are due: Week 9 – Term 1 Week 9 – Term 2 1.4 Demonstrate aural and theoretical skills through transcription. This achievement standard will be assessed in your end year exam. It involves transcribing melodies from different passages of music, recognising chords and writing them down, alongside answering general perception 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 different elements of musical theory and score reading. We will also look at different music structures and devices within those scores. Practise for this achievement standard will be done throughout the year, in particular through 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 your knowledge of music works will be done through a range of aspects including recall, analysis, application and research. The two topics to be studied and their due dates are: Miss Saigon – Week Five Term 1 Brahms – Week Five Term 2 In this course assessment policies apply. Reassessments and resubmissions coincide with school policy. Important points to remember Every 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 30 minutes every day. Composition does not just happen. It takes a lot of effort and perseverance, thus the Music rooms will be open to students to spend additional time on these. All compositions must be recorded and notated If 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: 6 Achievement Achievement with Merit Achievement with Excellence Perform two pieces of music as Perform two pieces of music Perform two pieces of music a featured soloist. effectively as a featured soloist. convincingly as a featured soloist. Student Instructions Sheet For this achievement standard, you are to present a performance of two pieces on your chosen instrument. You will complete your first performance in week five of term two in front of your fellow class members. Please read the following instructions carefully so you know 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 consistent throughout your performance. For Achievement with Excellence your technical skills will be assured. Musical skills refers to the musical awareness and understanding of the musical style(s) you demonstrate through your performance, including phrasing, dynamics, rhythm and feel. For Achievement with Merit you will demonstrate secure understanding of the musical style and at the Excellence level you will demonstrate a clear sense of expressive playing and understanding of the music as you interpret it. Presentation skills refer to the sense of performance appropriate to the genre and style of the music, appropriate posture and stagecraft. For Achievement with Merit and Excellence you will perform confidently.
- 5. Assessment schedule: Music 91090Solo Perform Evidence/Judgements towards Achievement Evidence/Judgements towards Achievement with Evidence/Judgements towards Achievement Merit with Excellence Live 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 seen have 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 Māori music and improvisation The performances demonstrate: The performances are effective by demonstrating The performances are convincing by demonstrating: 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, some appropriate embouchure, effective breathing, accurate and secure(e.g. controlled control of breathing, some consistency in consistency in changing registers, playing instrumental tuning and pitch, secure changing registers, some playing techniques techniques appropriate to the instrument, bowing, reliable embouchure, secure appropriate to the instrument, some generally consistent tone)and breathing, consistency in changing registers, consistency of tone), and secure playing techniques appropriate to the musical skills that demonstrate anappropriate instrument, consistency of tone),and musical skills with respect to phrasing, sense of styleincluding phrasing, dynamics, dynamics, rhythm and feel,and rhythm and feel, and musical expression and interpretation through communicating clear understanding presentation skills appropriate to the genre confident communication appropriate to the of the musical style, including phrasing, and style of the music, including appropriate genre 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.The performance of each piece of music must be assessed holistically. This means considering the musicality and merits of the performance as a wholeand 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: 6 Achievement Achievement with Merit Achievement with Excellence Perform two pieces of music as Perform two pieces of music Perform two pieces of music a featured soloist. effectively as a featured soloist. convincingly as a featured soloist. Mark Sheet Name: Jarrod Newby School: Hamilton’s Fraser High School Instrument:Electric Guitar Piece: Comments:
- 7. Assessment schedule: Music 91090Solo Perform Evidence/Judgements towards Achievement Evidence/Judgements towards Achievement with Evidence/Judgements towards Achievement Merit with Excellence Live 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 seen have 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 Māori music and improvisation The performances demonstrate: The performances are effective by demonstrating The performances are convincing by demonstrating: 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, some appropriate embouchure, effective breathing, accurate and secure(e.g. controlled control of breathing, some consistency in consistency in changing registers, playing instrumental tuning and pitch, secure changing registers, some playing techniques techniques appropriate to the instrument, bowing, reliable embouchure, secure appropriate to the instrument, some generally consistent tone)and breathing, consistency in changing registers, consistency of tone), and secure playing techniques appropriate to the musical skills that demonstrate anappropriate instrument, consistency of tone),and musical skills with respect to phrasing, sense of styleincluding phrasing, dynamics, dynamics, rhythm and feel,and rhythm and feel, and musical expression and interpretation through communicating clear understanding presentation skills appropriate to the genre confident communication appropriate to the of the musical style, including phrasing, and style of the music, including appropriate genre 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.The performance of each piece of music must be assessed holistically. This means considering the musicality and merits of the performance as a wholeand 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 Achievement Achievement with Merit Achievement with Excellence Demonstrate ensemble skills Demonstrate ensemble skills Demonstrate ensemble skills through performing a piece of through performing a piece of through performing a piece of music as a member of a group. music effectively as a member music convincingly as a of a group. member of a group. Student Instructions Sheet For this achievement standard you will be assessed on your ability to perform as a member of an ensemble. 1. You are to present a performance of music as a member of a group before an audience. 2. Your performance should represent the upper level of your ability on your instrument. 3. If you improvise in the performance, this will be assessed according to its appropriateness to the musical style. 4. The performance will be recorded. 5. Your contribution to the group performance must be clearly heard and seen (for assessment 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, as either 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 and accuracy of the group’s performance). At the Merit level you will also perform confidently 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 your performance will be assured.
- 9. Assessment schedule: Music 91091Group Perform Evidence/Judgements towards Evidence/Judgements towards Evidence/Judgements towards Achievement Achievement Achievement with Merit with Excellence Live 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 technical effective ensemble skills where the convincing ensemble skills where the student’s demands of a third year of study through student’s contribution is confident, contribution is confident,sustainedand assured group 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 the group together throughout the performance) group together for most of the balance(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 generally balance(e.g. individual part is confident sound of the group) in tune) and shows awareness of the other intonation(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 to ‘feel’(e.g. performer communicates the musical intention in a confident and assured recreate the musical style) musical intention confidently) manner) accuracy of the performance style(e.g. style of the performance is style(e.g. style of the performance is (e.g. musical content is generally accurate) musically credible) musically authentic) accuracy of the performance accuracy of the performance (e.g. musical (e.g. musical content is mostly accurate) content is accurate and assured) The individual performer’s contribution to the piece must be assessed holistically. This means considering the musicality and merits of the performance as a whole and not placing emphasis on minor inaccuracies that do not affect the fluency of the performance. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
- 10. 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 Achievement Achievement with Merit Achievement with Excellence Demonstrate ensemble skills Demonstrate ensemble skills Demonstrate ensemble skills through performing a piece of through performing a piece of through performing a piece of music as a member of a group. music effectively as a member music convincingly as a of a group. member of a group. Mark Sheet Name: School: Hamilton’s Fraser High School Instrument: Piece: Comments:
- 11. Assessment schedule: Music 91091Group Perform Evidence/Judgements towards Evidence/Judgements towards Evidence/Judgements towards Achievement Achievement Achievement with Merit with Excellence Live 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 technical effective ensemble skills where the convincing ensemble skills where the student’s demands of a third year of study through student’s contribution is confident, contribution is confident,sustainedand assured group 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 the group together throughout the performance) group together for most of the balance(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 generally balance(e.g. individual part is confident sound of the group) in tune) and shows awareness of the other intonation(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 to ‘feel’(e.g. performer communicates the musical intention in a confident and assured recreate the musical style) musical intention confidently) manner) accuracy of the performance style(e.g. style of the performance is style(e.g. style of the performance is (e.g. musical content is generally accurate) musically credible) musically authentic) accuracy of the performance accuracy of the performance (e.g. musical (e.g. musical content is mostly accurate) content is accurate and assured) The individual performer’s contribution to the piece must be assessed holistically. This means considering the musicality and merits of the performance as a whole and not placing emphasis on minor inaccuracies that do not affect the fluency of the performance. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
- 12. Music 1.3 Compose two original pieces ofmusic Achievement Standard: 91092 version 1 Credits: 6 Achievement Achievement with Merit Achievement with Excellence Compose two original pieces of Compose two effective original Compose two convincing original music. pieces of music. pieces of music. Student Instructions Read through all the information given to you before starting work. Make sure you understand what you are being asked to do and that you know what level of performance is required for you to obtain Achievement, Achievement with Merit, or Achievement with Excellence for this assessment. The compositions will be completed by the date/s given to you by your teacher. 1. In this assessment activity, you will compose two original compositions. Your may work either as an individual or in a group of 2-5 students. You may compose one piece as an individual and one as a member of a group, both pieces as an individual, or both pieces as a member of the same group or different groups 2. Your compositions must show evidence of generation (creation) of musical ideas that are then developed, structured and represented. Generation, development, structure, and representation are defined as: Generation involves the creation of original musical ideas through using riffs, motifs, themes, chords, ostinato, use of tonal centre(s). Development refers to the way that music ideas are extended using compositional devices. These could include, but are not limited to, repetition, contrast, imitation, sequence, extension, variation. Structure refers to the way that ideas in pieces of music are organised or constructed into a cohesive and coherent composition e.g. verse/chorus, ABA, harmonic logic, unity and contrast. Representation refers to conveying the intention of the pieces through audio and written formats appropriate to the style/genre e.g. standard music notation, lyric and chord chart, lead sheet, tab, graphic notation, narrative description, or a combination of these. 3. For Achievement with Merit, your compositions will be effective, which means that the musical ideas are developed, structured, and represented coherently and the music demonstrates control of style. For Achievement with Excellence your compositions will be convincing, which means that the musical ideas are developed, structured and represented skilfully, and the music is stylistically assured. 4. Submit your composition work in a portfolio, including any rough drafts along with your finished work. If you have been working in a group you should keep a diary of the process to show how you have made a contribution to the composition. Your teacher will observe your group working and will talk to you about the group process.
- 13. Assessment schedule: Music 91092 Compose Music Evidence/Judgements towards Evidence/Judgements towards Evidence/Judgements towards Achievement Achievement Achievement with Merit with Excellence The composed music shows: The composed music shows: The composed music shows: Generation of musical ideas through such Generation of musical ideas through such Generation of musical ideas through such means as riffs, motifs, chords, ostinato, use means as riffs, motifs, chords, ostinato, use means as riffs, motifs, chords, ostinato, use of tonal centre(s) of tonal centre(s) of tonal centre(s) Development of ideas using compositional Coherent development of ideas using Skillful development of ideas using devices and techniques such as repetition, compositional devices and techniques such compositional devices and techniques such contrast, sequence, extension as repetition, contrast, sequence, extension as repetition, contrast, sequence, extension, that demonstrates stylistic control into music that demonstrates stylistic Ideas are organised into pieces with assurance structure e.g. verse/chorus, ABA, Ideas are organised into pieces with whakapapa coherentstructure e.g. verse/chorus, ABA, Ideas are organised into pieces with whakapapa with some unity and contrast skilfulstructure e.g. verse/chorus, ABA, Representation of ideas through both an whakapapa with some unity, contrast and audio file and visual documentation which Coherent representation of ideas through structural balance convey compositional intent appropriate to both an audio file and visual documentation the style/genre e.g. standard music which conveys compositional intent Skilful representation of ideas through both notation, lyric and chord chart, lead sheet, appropriate to the style/genre an audio file and visual documentation which tab, graphic notation, narrative description, conveys compositional intent appropriate to or a combination of these the style/genre The assessment criteria must be applied to provide an overall judgment based on the weight of evidence across both compositions. Where compositions are completed collaboratively by a group, the individual contribution of each student should be clearly identified, monitored, documented and measured against the achievement criteria. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.
- 14. Music 1.3 Compose two original pieces ofmusic Achievement Standard: 91092 version 1 “Melody with accompaniment” composition You are to create a composition in Sibelius, which will be presented to the class at the end of the term. Composition Guidelines You are to provide a printed score of the composition as well an audio recording. - You are to have a contrasting section in your composition. - The minimum duration is 1 minute. - The generating and editing of your work must be by you alone (including notation). - It is to have at least a track with a harmonic instrument and a track with a melodic instrument. Due _________________ Hand in your score and a recording of your song as an audio C.D. Music 1.3 Compose two original pieces ofmusic Achievement Standard: 91092 version 1 Dance Composition You are to create a composition in Garage Band suitable for a dance party, which will be presented to the class at the end of the term. Composition Guidelines You are to provide a graphic score of the composition as well as melodic material (referenced on the graphic score) represented by conventional notation. - You are to have a contrasting section in your composition. - The minimum duration is 1 minute. - The generating and editing of your work must be by you alone (including notation). - It is to have at least 5 instrument tracks. Due _________________
- 15. Music 1.3 Compose two original pieces ofmusic Achievement Standard: 91092 version 1 Credits: 6 Achievement Achievement with Merit Achievement with Excellence Compose two original pieces of Compose two effective original Compose two convincing original music. pieces of music. pieces of music. Mark Sheet Melody with accompaniment composition Title Comments Dance composition Title Comments
- 16. Assessment schedule: Music 91092 Compose Music Evidence/Judgements towards Evidence/Judgements towards Evidence/Judgements towards Achievement Achievement Achievement with Merit with Excellence The composed music shows: The composed music shows: The composed music shows: Generation of musical ideas through such Generation of musical ideas through such Generation of musical ideas through such means as riffs, motifs, chords, ostinato, use means as riffs, motifs, chords, ostinato, use means as riffs, motifs, chords, ostinato, use of tonal centre(s) of tonal centre(s) of tonal centre(s) Development of ideas using compositional Coherent development of ideas using Skillful development of ideas using devices and techniques such as repetition, compositional devices and techniques such compositional devices and techniques such contrast, sequence, extension as repetition, contrast, sequence, extension as repetition, contrast, sequence, extension, that demonstrates stylistic control into music that demonstrates stylistic Ideas are organised into pieces with assurance structure e.g. verse/chorus, ABA, Ideas are organised into pieces with whakapapa coherentstructure e.g. verse/chorus, ABA, Ideas are organised into pieces with whakapapa with some unity and contrast skilfulstructure e.g. verse/chorus, ABA, Representation of ideas through both an whakapapa with some unity, contrast and audio file and visual documentation which Coherent representation of ideas through structural balance convey compositional intent appropriate to both an audio file and visual documentation the style/genre e.g. standard music which conveys compositional intent Skilful representation of ideas through both notation, lyric and chord chart, lead sheet, appropriate to the style/genre an audio file and visual documentation which tab, graphic notation, narrative description, conveys compositional intent appropriate to or a combination of these the style/genre The assessment criteria must be applied to provide an overall judgment based on the weight of evidence across both compositions. Where compositions are completed collaboratively by a group, the individual contribution of each student should be clearly identified, monitored, documented and measured against the achievement criteria. Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard
- 17. Music 1.6 Demonstrate knowledge of two music works from contrasting contexts Achievement Standard: 91095 version 1 Credits: 6 Achievement Achievement with Merit Achievement with Excellence Demonstrate knowledge of two Demonstrate breadth of Demonstrate comprehensive music works from contrasting knowledge of two music works knowledge of two music works contexts. from contrasting contexts. from contrasting contexts. Student Instructions For this achievement standard you will demonstrate your knowledge of the features and elements of contrasting music works. You will be studying two different genres of music and will be assessed on the skills of research, recall, analysis, description and application. The set works you will be studying are: Composer Set Work Tasks Recall Task Brahms Brahms Application Task Composer Set Work Tasks Description Task Claude Michel Schonberg Application Task Miss Saigon and Alain Boublil Analysis Task Recall Test An excellence will be achieved if you have gained an excellence in two set works. A merit will be achieved if you have gained a merit in two set works. An achieved will be achieved if you have gained a credit in two set works.
- 18. Music 1.6 Demonstrate knowledge of two music works from contrasting contexts Achievement Standard: 91095 version 1 Credits: 6 Brahms – Student Instructions This part of the achievement standard involves learning about the ‘Academic Festival Overture’, by Johannes Brahms. You will understand the features and elements that make up Romantic music, as well as the social context in which it is set. You will be required to complete two tasks for this music work. The tasks are as follows: Task 1: Recall Task For this task you will be required to recall information about Brahms and the Academic Festival Overture. You will also be required to remember information about the Romantic period and the elements and features that distinguish Romantic music from other styles. This task will take one period and be done in class Task 2: Application Task For this task you will be required to apply your knowledge of Romantic music and Brahms and the Academic Festival Overture to a given resource. You will demonstrate your knowledge of the features and elements of Romantic music by examining an excerpt from a score and answering questions. This task will take one period and be done in class. Once all tasks are completed, a judgement will be made based on the following criteria: Achieved Achieved with Merit Achieved with Excellence Completes all tasks Completes tasks mostly Completes tasks accurately and with detail accurately and accurately and while demonstrating an demonstrates some demonstrates understanding of a wide understanding of the understanding of a range range of features and features and elements of of features and elements elements of Brahms’ Brahms’ Academic Festival of Brahms’ Academic Academic Festival Overture Festival Overture Overture
- 19. Music 1.6 Demonstrate knowledge of two music works from contrasting contexts Achievement Standard: 91095 version 1 Credits: 6 Miss Saigon – Student Instructions This part of the achievement standard involves learning about the musical Miss Saigon by Alain Boublil and Claude Michel Schoenberg. You will understand the features and elements that make up this musical as well as the social context in which it was set. You will be required to complete four tasks for this music work. The tasks are as follows: Task 1: Description Task After listening to the musical “Miss Saigon” you will be required to write a plot summary of the story, describing the main events and climax points of the story to show your understanding the plot. This will be completed in class and will take one period. Task 2: Description Task After listening to the musical “Miss Saigon” you will be required to give a description of the main characters in the story. You will explain how they fit into the story, their importance to the story, the relationships they have with other people and what the character is like. This task will be completed in class and will take one period. Task 3: Application Task For this task you will demonstrate your knowledge of the elements and features of the musical “Miss Saigon” by applying your knowledge from a given resource. This task will be completed in class and will take one period. Task 4: Recall Task For this task you will be required to recall the features and elements that make “Miss Saigon” a piece of musical theatre. You will be required to describe these features and elements and give examples from Miss Saigon. This will be completed in class and will take one period Once all tasks are completed, a judgement will be made based on the following criteria: Achieved Achieved with Merit Achieved with Excellence Responses explain a wide Responses identify valid, Responses explain a range of range of factual information factual information and valid, factual information and and detailed responses about detailed responses about Miss detailed responses about Miss Miss Saigon as well as the Saigon as well as the social Saigon as well as the social social context in which it was context in which it was set. context in which it was set. set.
- 20. Music 1.6 Demonstrate knowledge of two music works from contrasting contexts Achievement Standard: 91095 version 1 Credits: 6 Achievement Achievement with Merit Achievement with Excellence Demonstrate knowledge of two Demonstrate breadth of Demonstrate comprehensive music works from contrasting knowledge of two music works knowledge of two music works contexts. from contrasting contexts. from contrasting contexts. Mark Sheet Name Miss Saigon Comments Achieved Achieved with Merit Achieved with Excellence Responses explain a wide Responses identify valid, Responses explain a range of range of factual information factual information and valid, factual information and and detailed responses about detailed responses about Miss detailed responses about Miss Miss Saigon as well as the Saigon as well as the social Saigon as well as the social social context in which it was context in which it was set. context in which it was set. set. Brahms Comments Achieved Achieved with Merit Achieved with Excellence Completes all tasks accurately Completes tasks mostly Completes tasks accurately and with detail while accurately and demonstrates and demonstrates demonstrating an some understanding of the understanding of a range of understanding of a wide range features and elements of features and elements of of features and elements of Brahms’ Academic Festival Brahms’ Academic Festival Brahms’ Academic Festival Overture Overture Overture An excellence will be achieved if you have gained an excellence in two set works. A merit will be achieved if you have gained a merit in two set works. An achieved will be achieved if you have gained a credit in two set work.