Ncea level one 2012

Hamilton’s Fraser High School

NCEA Music
Level 1

Course Outline & Student Instructions
Booklet
2012

Name:_______________________

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

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

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.

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.

Music 1.1
Perform two pieces of music as a featured soloist.
Credits: 6

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:

Music 1.2
Demonstate ensemble skills through performing a piece of
Credits: 4

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.

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.

Music 1.2
Demonstate ensemble skills through performing a piece of
Credits: 4

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:

Music 1.3
Compose two original pieces ofmusic
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.

Assessment schedule: Music 91092 Compose Music
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.
Standard.

Music 1.3

“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

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 _________________

Music 1.3
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

Assessment schedule: Music 91092 Compose Music
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.
Standard

Music 1.6
Demonstrate knowledge of two music works from
contrasting contexts
Credits: 6

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.

Music 1.6
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

Music 1.6
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:

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.

Music 1.6
Credits: 6

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

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

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.

Ncea level one 2012

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