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BY: JASON NOEL ID#: 2020091140 ASSESSMENT IN MUSIC & PRINCIPLES FOR IMPROVED KNOWLEDGE (SECONDARY LEVEL)

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Page 1: ASSESSMENT IN MUSIC & PRINCIPLES FOR IMPROVED … 524 - January 2021/Assignments... · syllabus demands that students showcase their aural skills through a “viva voce” or aural

BY: JASON NOEL

ID#: 2020091140

ASSESSMENT IN MUSIC & PRINCIPLES FOR IMPROVED

KNOWLEDGE (SECONDARY LEVEL)

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COMMON INSTRUMENT CHOICES AT THE SECONDARY LEVEL

(COMMONLY REQUESTED & PERFORMED)

Guitar Piano Steel-Drums

Others:• Voice • Violin • Recorder • Sometimes other Wood-wind instruments

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STYLES/GENRES

STUDIED AND

PERFORMED BY

STUDENTS AT THE

SECONDARY LEVEL

Classical

Folk Contemporary

Local

(soca & calypso)

Common Genres at the

Secondary Level

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AREAS IN WHICH I ASSESS SECONDARY LEVEL STUDENTS

PRIMARY AREAS:

• SIGHT READING

• LISTENING

• PERFORMING

• IMPROVISING

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ASSESSMENT IN MUSIC- GRADED EXAMSPRACTICAL EXAMS-

• SYLLABUS DEMANDS THAT STUDENTS ARE USUALLY REQUIRED TO PERFORM AT LEAST THREE(3) SONGS

• SYLLABUS DEMANDS THAT STUDENTS SHOWCASE THEIR TECHNICAL SKILLS THROUGH SCALES, ARPEGGIOS

AND EXERCISES.

• SYLLABUS DEMANDS THAT STUDENTS SHOWCASE THEIR AURAL SKILLS THROUGH A “VIVA VOCE” OR

AURAL EXAMINATION. REQUIRES BOTH SINGING AND LISTENING BY THE STUDENT.

THEORY EXAMS-

• STUDENTS ARE EXPECTED TO DEMONSTRATE A COMPREHENSIVE UNDERSTANDING OF A RANGE OF TOPIC

AREAS, SYMBOLS, AND TERMS WITHIN EACH GRADED LEVEL.

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ASSESSMENT IN MUSIC- C.S.E.C.STUDENTS ARE ASSESSED IN THREE (3) CATEGORIES:

LISTENING AND APPRAISING (LIAP)-

• MUSICAL PERCEPTION-CANDIDATES RESPOND TO QUESTIONS BASED ON RECORDED EXTRACTS OF MUSIC OF DIFFERENT GENRES AND STYLES.

• MUSIC LITERACY- CANDIDATES ARE REQUIRED TO DEMONSTRATE KNOWLEDGE AND UNDERSTANDING OF CONVENTIONAL STAFF NOTATION BY RELATING AN AUDIO EXCERPT TO ITS SCORE. FOCUSED ON EXPRESSIVE ELEMENTS SUCH AS TEMPI, TONALITY & DYNAMICS.

• SET WORKS- CANDIDATES ARE EXPECTED TO ACQUIRE INTIMATE FAMILIARITY WITH THE SELECTED WORK AND BE ABLE TO ANALYZE STRUCTURAL, EXPRESSIVE AND SOCIO-CULTURAL DETAILS.

PERFORMING (PERF)-

• SOLO PERFORMANCE- CANDIDATES ARE REQUIRED TO PRESENT A WELL REHEARSED AND CAREFULLY PREPARED SOLO PERFORMANCE COMPRISING ANY MUSICAL GENRE. THIS MUST INCLUDE ONE SCALE AND ARPEGGIO OR ONE TECHNICAL STUDY.

• VIVA VOCE- CANDIDATES WILL PARTICIPATE IN A VIVA VOCE DISCUSSION ON THE MATERIAL PRESENTED AND THE EXAMINER MAY ASK STUDENTS TO PERFORM A SHORT EXCERPT OF ANY PIECE IN THEIR PORTFOLIO.

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ASSESSMENT IN MUSIC- C.S.E.C.

COMPOSING (COMP)-

• CANDIDATES ARE TO PRESENT A FILE WITH TWO COMPOSITIONS OF AT LEAST TWO MINUTES EACH. THESE

COMPOSITIONS SHOULD DISPLAY SOME OF THE FOLLOWING ELEMENTS: TIMBRE, TEXTURE, MELODY,

HARMONY, AND ARTICULATION.

• CANDIDATES WILL ENGAGE IN A VIVA VOCE SESSION WITH THE EXAMINER TO REFLECT ON, AND DISCUSS

THE COMPOSING PROCESS.

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PRINCIPLES THAT AID IN THE DEVELOPMENT OF KNOWLEDGE IN MUSIC THROUGH ASSESSMENTS:

1. AN ASSESSMENT OVER A PERIOD OF TIME, ENCOMPASS THE FULL RANGE OF WHAT IT IS TO

BE MUSICAL AND REFLECT THE MANY WAYS IN WHICH PEOPLE ENGAGE WITH MUSIC

ACROSS A RANGE OF STYLES, TRADITIONS AND CULTURES.

2. ASSESSMENTS SHOULD BE INTEGRATED INTO TEACHING AND TAKE PLACE THROUGH AND

WITHIN MUSIC-MAKING AND RESPONDING TO MUSIC.

3. ASSESSMENTS SHOULD FOCUS ON DEVELOPING THE QUALITY OF YOUNG PEOPLE’S

MUSICAL WORK. THIS THEN MOVES THE EMPHASIS OF ASSESSMENT AWAY FROM THE

MUSICAL OBJECT.

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PRINCIPLES THAT AID IN THE DEVELOPMENT OF KNOWLEDGE IN MUSIC THROUGH ASSESSMENTS:

4.ASSESSMENTS CRITERIA SHOULD BE SPECIFIC TO THE PROJECT OR TOPIC BEING

STUDIED AND THE CONTEXT OF THE MUSICAL ACTIVITY AND ASSESSMENT SHOULD

GROW FROM THIS CONTEXT.

5.ASSESSMENTS PROCESSES AND CRITERIA SHOULD BE OPEN TO ‘UNEXPECTED’

LEARNING THAT HAS NOT BEEN PLANNED FOR AS WELL AS TO LEARNING THAT IS

BROUGHT INTO THE CLASSROOM FROM MUSICAL LEARNING BEYOND THE SCHOOL.

6.ASSESSMENTS SHOULD INVOLVE YOUNG PEOPLE IN ASSESSING THEIR OWN WORK

AND THAT OF OTHERS THROUGH DISCUSSION AND SELF AND PEER ASSESSMENT.

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PRINCIPLES THAT AID IN THE DEVELOPMENT OF KNOWLEDGE IN MUSIC THROUGH ASSESSMENTS:

7.ASSESSMENTS DONE WELL WILL HELP TEACHERS TO EVALUATE THE EFFECTIVENESS

OF THEIR TEACHING AND SUPPORT THEM IN FUTURE PLANNING FOR YOUNG PEOPLE’S

MUSICAL LEARNING

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BIBLIOGRAPHY 2009. CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN SECONDARY EDUCATION CERTIFICATE

CSEC® MUSIC SYLLABUS. [EBOOK] CARIBBEAN EXAMINATIONS COUNCIL, PP.10-15.

AVAILABLE AT:

<HTTPS://CXC.ORG/SITEASSETS/SYLLABUSSES/CSEC/CSEC%20MUSIC%20SYLLABUS.P

DF> [ACCESSED 1 FEBRUARY 2021].

BOLER, V., 2017. 5 ASSESSMENT STRATEGIES FOR YOUR ELEMENTARY MUSIC CLASSROOM

(ASSESSMENT IN THE MUSIC ROOM - PART 2) — VICTORIA BOLER. [ONLINE] VICTORIA BOLER.

AVAILABLE AT: <HTTPS://VICTORIABOLER.COM/BLOG/2017/2/5/ASSESSMENT-IN-THE-MUSIC-

ROOM-PART- 2> [ACCESSED 1 FEBRUARY 2021].

GB.ABRSM.ORG. N.D. ABRSM: EXAM SYLLABUSES. [ONLINE] AVAILABLE AT:

<HTTPS://GB.ABRSM.ORG/EN/OUR-EXAMS/EXAM-SYLLABUSES/> [ACCESSED 1

FEBRUARY 2021].

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BIBLIOGRAPHY OPENLEARN. N.D. ASSESSMENT IN SECONDARY MUSIC. [ONLINE] AVAILABLE AT:

<HTTPS://WWW.OPEN.EDU/OPENLEARN/EDUCATION/ASSESSMENT-SECONDARY-

MUSIC/CONTENT-SECTION-2.1> [ACCESSED 1 FEBRUARY 2021].