ccea gcse specification in music · 2020. 5. 16. · - florence and the machine: cosmic love....
TRANSCRIPT
-
GCSE
For first teaching from September 2017For first assessment in Summer 2019For first award in Summer 2019Subject Code: 7010
CCEA GCSE Specification in
Music
-
Contents
1 Introduction 3
1.1 Aims 41.2 Keyfeatures 41.3 Priorattainment 51.4 Classificationcodesandsubjectcombinations
5
2 Specification at a Glance
6
3 Subject Content 7
3.1 Component1:PerformingandAppraising 73.2 Component2:Composing 93.3 Component3:ListeningandAppraising 10 4 Scheme of Assessment 14
4.1 Assessmentopportunities 144.2 Assessmentobjectives 144.3 Assessmentobjectiveweightings 144.4 Qualityofwrittencommunication 154.5 Reportingandgrading 154.6 Externalassessment
15
5 Grade Descriptions
17
6 Guidance on Controlled Assessment 19
6.1 Controlledassessmentreview 196.2 Skillsassessedbycontrolledassessment 196.3 Levelofcontrol 196.4 Tasksetting 196.5 Tasktaking 206.6 Taskmarking 216.7 Internalstandardisation 226.8 Moderation 226.9 Drafting/Redrafting
22
7 Curriculum Objectives 23
7.1 Cross-CurricularSkillsatKeyStage4 237.2 ThinkingSkillsandPersonalCapabilitiesatKeyStage4
25
-
8 Links and Support 27
8.1 Support 278.2 Examinationentries 278.3 Equalityandinclusion 278.4 Contactdetails 28
Appendix 1
GlossaryofTermsforControlledAssessmentRegulations29
Appendix 2
AssessmentCriteriaandMarkBands–Component1:PerformingandAppraising
31
Appendix 3
LevelofDemand:GuidanceforSelectedNon-GradedInstruments38
Appendix 4
AssessmentCriteriaandMarkBands–Component2:Composing42
SubjectCodeQAN
7010603/1222/1
ACCEAPublication©2017
Thisspecificationisavailableonlineatwww.ccea.org.uk
-
CCEAGCSEMusicfromSeptember2017
3
1 Introduction
ThisspecificationsetsoutthecontentandassessmentdetailsforourGCSEcourseinMusic.Wehavedesignedthisspecificationtomeettherequirementsof:
• NorthernIrelandGCSEDesignPrinciples;and• NorthernIrelandGCEandGCSEQualificationsCriteria.FirstteachingisfromSeptember2017.WewillmakethefirstawardbasedonthisspecificationinSummer2019.Thisspecificationisalinearcourse.Theguidedlearninghours,asforallourGCSEs,are120hours.ThespecificationsupportstheaimoftheNorthernIrelandCurriculumtoempoweryoungpeopletoachievetheirpotentialandtomakeinformedandresponsibledecisionsthroughouttheirlives,aswellasitsobjectives:
• todeveloptheyoungpersonasanindividual;• todeveloptheyoungpersonasacontributortosociety;and• todeveloptheyoungpersonasacontributortotheeconomyandenvironment.Ifthereareanymajorchangestothisspecification,wewillnotifycentresinwriting.Theonlineversionofthespecificationwillalwaysbethemostuptodate;toviewanddownloadthispleasegotowww.ccea.org.uk
-
CCEAGCSEMusicfromSeptember2017
4
1.1 Aims
Thisspecificationaimstoencouragestudentsto:
• engageactivelyinstudyingmusic;• developtheknowledge,understandingandskillsneededtocommunicateeffectivelyasmusicians,including:- performingskills,individuallyandinagroup,tocommunicatemusicallywithfluencyandcontrol;and
- composingskillstoorganisemusicalideasandmakeuseofappropriateresources;
• recognisetheinterdependenceofmusicalknowledge,understandingandskillsandmakelinksbetweentheintegratedactivitiesofperforming,composing,listeningandappraising;
• developawarenessofmusictechnologiesandtheiruseincreatingandpresentingmusic;
• reflectcriticallyandmakepersonaljudgementsontheirownmusicandthemusicofothers;
• progresstofurtherstudy,forexampleAdvancedSubsidiary(AS)andAdvancedlevel(Alevel);
• developparticularstrengthsandinterests,therebyencouraginglifelonglearningandprovidingaccesstomusic-relatedandothercareers;
• engagewith,andextendtheirappreciationof,thediverseheritageofmusictopromotepersonal,social,intellectualandculturaldevelopment;and
• continuetodevelopasindividualsandascontributorstosociety,theeconomyandtheenvironmentthroughactiveengagementinmusicalactivities.
1.2 Key features
Thefollowingareimportantfeaturesofthisspecification.
• ItoffersopportunitiestobuildontheskillsandcapabilitiesdevelopedthroughthedeliveryoftheNorthernIrelandCurriculumatKeyStage3.
• Itincludestwoexternallyassessedcomponentsandoneinternallyassessedcomponent.
• Itincludesthethreefundamentalmusicalactivities:- performingandappraising;- composing;and- listeningandappraising.
• Itpromotesknowledge,understandingandappreciationofpastandcontemporarymusicalstyles,traditionsandcontexts.
• Itaccommodatestheneedsandinterestsofawidevarietyofstudents.
-
CCEAGCSEMusicfromSeptember2017
5
1.3 Prior attainment
Studentsdonotneedtohavereachedaparticularlevelofattainmentbeforebeginningtostudythisspecification.However,thisspecificationbuildsontheknowledge,understandingandskillsdevelopedthroughtheKeyStage3Musiccurriculum.Werecommendthatstudentspossesssomeskillsinvocalorinstrumentalperformance.1.4 Classification codes and subject combinations
Everyspecificationhasanationalclassificationcodethatindicatesitssubjectarea.Theclassificationcodeforthisqualificationis7010.Pleasenotethatifastudenttakestwoqualificationswiththesameclassificationcode,schools,collegesanduniversitiesthattheyapplytomaytaketheviewthattheyhaveachievedonlyoneofthetwoGCSEs.ThesamemayoccurwithanytwoGCSEqualificationsthathaveasignificantoverlapincontent,eveniftheclassificationcodesaredifferent.Becauseofthis,studentswhohaveanydoubtsabouttheirsubjectcombinationsshouldcheckwiththeschools,collegesanduniversitiesthattheywouldliketoattendbeforebeginningtheirstudies.
-
CCEAGCSEMusicfromSeptember2017
6
2 Specification at a Glance
ThetablebelowsummarisesthestructureofthisGCSEcourse.
Content Assessment Weightings
Availability
Component1:PerformingandAppraising
ExternalexaminationassessedbyavisitingexaminerStudentspresentonesoloandoneensembleperformance.Thecombineddurationoftheperformancesshouldbenolongerthan6minutes.Studentsdiscussandevaluateperformanceswiththevisitingexaminer.Discussionlastsapproximately3minutes.
Total:35%
Performances:30%
Discussion:5%
Thisisalinearqualification.FromSummer2019
Component2:Composing
ControlledassessmentStudentscreatetwocompositions.Oneisinresponsetoapre-releasestimulusandoneisfreechoice.Teachersmarkthetasks,andwemoderatetheresults.
30%
Component3:ListeningandAppraising
Externalwrittenexamination1hour30minutesStudentsanswerquestionsbasedonfamiliarandunfamiliarmusicrelatingtotheAreasofStudy.
35%
-
CCEAGCSEMusicfromSeptember2017
7
3 Subject Content
Wehavedividedthiscourseintothreecomponents.Thecontentofeachcomponentandtherespectivelearningoutcomesappearbelow.3.1 Component 1: Performing and Appraising
Studentspreparepiecesforsoloperformanceandforensembleperformance.Theydiscussandappraiseboththeirperformancesandthoseofothers.
Content
LearningOutcomes
Performing(AO1)
Studentsshouldbeableto:
• createasoloandensembleperformancewithtechnicalcontrolandaccuracy;
• interpretandcommunicatethecomposer’sintentionswithanappropriatesenseofstyle;
Soloperforming
• createasoloperformancethatdemonstratesunderstandingofandappliesstylisticfeaturesappropriatetothechosenprogramme;
• createasoloperformancethatmakesappropriateuseoftempo,contrastingdynamics,articulationandphrasing;
Ensembleperforming
• createanensembleperformancethatdemonstratesunderstandingofandappliesstylisticfeaturesappropriatetothechosenprogramme;
• demonstrateasenseofensembleinperformance;
• achieveappropriatebalancebetweenpartsinanensemble;• performwithasenseofdynamicsinanensemble;
Appraising(AO4)
• commentperceptivelyonthemusictheyperform;and• appraiseanddiscusstheirperformance.
-
CCEAGCSEMusicfromSeptember2017
8
Content
LearningOutcomes
Appraising(cont.) Studentsshouldbeableto:
• discussthefollowingaspectsoftheirprogramme:- therationalefortheirchoices;- thetitle,composerandstylisticcontent;- thetechnicalchallengestheyencounteredwhilepreparingandhowtheyovercamethem;and
- thestylisticconventionsofthepieces;and
• discussdetailsofrecordingsand/orperformancestheyhavelistenedtoandhowthesehaveinfluencedtheirfinalperformance.
-
CCEAGCSEMusicfromSeptember2017
9
3.2 Component 2: Composing
Studentscomposetwopiecesofmusic.Theywriteoneoftheseinresponsetoapre-releasestimulus.Theyrecordtheircompositionsandprovideascore,aleadsheetorawrittenaccountoftheirwork.Forfulldetailsofassessment,seeSection6.4andAppendix4.
Content
LearningOutcomes
Composing(AO2)
Studentsshouldbeableto:
• createanddevelopmusicalideas;• understand,controlandmakeuseofmusicalresourceseffectively;and
• makeconsistentandeffectiveuseofthefollowingwithinachosenstyleorgenre:- structure;- harmony;- texture;- rhythm;- timbre;and- musictechnology.
-
CCEAGCSEMusicfromSeptember2017
10
3.3 Component 3: Listening and Appraising
Studentsbuildontheknowledge,understandingandappreciationofmusicgainedthroughComponents1and2.Theydeveloptheirunderstandingoftherelationshipbetweenmusicanditscontexts.Theylistentoandappraisefamiliarandunfamiliarmusicbyarangeofcomposers,bothmaleandfemale,withinthefourcompulsoryAreasofStudy:1. WesternClassicalMusic1600–1910- Handel:ForUntoUsaChildisBornfromMessiah- Mozart:HornConcertoNo.4,thirdmovement- Berlioz:SymphonieFantastique,fourthmovement
2. FilmMusic- Coates:March(TheDamBusters)fromTheDamBusters- Williams:SupermanThemefromSuperman- Horner:YoungPeterfromTheAmazingSpider-Man
3. MusicalTraditionsofIreland- Beoga:PreludePolkas:PreludePolka,Paddy’sPolkaNo.2andMillstreamReel- Stonewall:FifeMedley:BoysofBelfastandTheGirlILeftBehind
4. PopularMusic1980–presentday- Eurythmics:SweetDreams(AreMadeofThis)- Ash:BurnBabyBurn- FlorenceandtheMachine:CosmicLove.
Content
LearningOutcomes
Listening(AO3)
Studentsshouldbeableto:
• demonstrateknowledgeandunderstandingofstylisticconventionsandtherelationshipbetweenmusicanditssocialandhistoricalcontexts;
Knowledgeandunderstanding
• demonstrateandapplymusicalknowledgeandunderstandingwhendiscussingfamiliarandunfamiliarmusic;
Appraising(AO4)
• usesubject-specificmusicalvocabularyintheirresponses;and
• makeevaluativeandcriticaljudgementsonfamiliarandunfamiliarmusic.
-
CCEAGCSEMusicfromSeptember2017
11
Content
LearningOutcomes
Appraising(AO4)(cont.)
Studentsshouldbeableto:
• applyknowledgeandunderstandingofperformanceandcompositionaltechniquesanddeviceswhenlisteningandappraising;and
Musicalelements
• commentperceptivelyonthefollowingmusicalelementsinrelationtothesetworksandunfamiliarmusicfromtheAreasofStudy:- melody:
sequence,ostinato,riff,melisma,ornamentation,leitmotifs,major,minor,modalandpentatonicmelodies,intervals,repetition,chromaticism,passingnotes,phrasing,articulation,augmentationanddiminution;
- harmony:diatonic,tonicanddominantpedals,cadences(perfect,imperfect,plagalandinterrupted),modulationstothedominant,relativemajorandrelativeminorandpowerchords;
- tonality:major,minor,modalandkeysignaturestofoursharpsorflats;and
- formandstructure:binary,ternary,rondo,through-composed,themeandvariations,symphony,programmemusic,concerto,oratorio,opera,overture,aria,recitative,cadenza,chorus,strophic,intro,outro,verse,chorus,break,middle8,solo,drumfill,reel,jig,polka,hornpipe,slipjig,air,marchandstrathspey.
-
CCEAGCSEMusicfromSeptember2017
12
Content
LearningOutcomes
Musicalelements(cont.)
Studentsshouldbeableto:
• commentperceptivelyonthefollowingmusicalelementsinrelationtothesetworksandunfamiliarmusicfromtheAreasofStudy:- timbre:
instruments,voicesandperformancetechniquesusedineachofthesetworksandtypicaloftheAreasofStudy(forexampleBaroque,ClassicalandRomanticorchestrasinWesternClassicalMusic1600–1910,oruseofelectronicmedia,synthesizersandeffectsinpopularmusicfrom1980tothepresentday),SATBchoir,organ,Irishtraditionalinstruments(fiddle,tinwhistle,uilleannpipes,harp,accordion,concertina,banjo,guitar,mandolin,bouzouki,fife,Lambegdrum,bodhránandScottishbagpipes),performancetechniquesappropriatetothestyleorinstrument(forexamplearco,pizzicato,fingerpickingandpalmmuting),anduseofeffects(includingEQ,panning,reverbanddistortion);
- texture:unison,monophonic,homophonic,polyphonic,contrapuntal,imitation,callandresponse,acappellaandvocallayering;
- tempo,metreandrhythm:simpleandcompoundtime,regularmetres,changeinmetre,commonItalianterms(forexamplelento,largo,andante,allegro,prestoandvivace),rubato,syncopation,dottedrhythms,triplets,swingrhythmsandBPM;and
- dynamicsandarticulation:gradationofdynamics(pp,p,mp,mf,f,ffandtheirrespectiveItalianterms),crescendoanddiminuendo;
CompulsoryAreasofStudy1.WesternClassicalMusic1600–1910
• demonstrateknowledgeandunderstandingofWesternClassicalmusic1600–1910bystudyingthesetworksforthisAreaofStudy;and
• demonstrateknowledgeandunderstandingoftheBaroque,ClassicalandRomanticperiods(choralandorchestral),referringtotheappropriatemusicalelementslistedpreviously.
-
CCEAGCSEMusicfromSeptember2017
13
Content
LearningOutcomes
1.WesternClassicalMusic1600–1910(cont.)
Studentsshouldbeableto:
• useappraisingskillstoanalysefamiliarandunfamiliarchoralandorchestralmusic1600–1910,referringtotheappropriatemusicalelementslistedpreviously;
2.FilmMusic
• demonstrateknowledgeandunderstandingoffilmmusicbystudyingthesetworksforthisAreaofStudy;
• demonstrateknowledgeandunderstandingoforchestralfilmmusicinthetwentiethandtwenty-firstcentury,referringtotheappropriatemusicalelementslistedpreviously;
• useappraisingskillstoanalysefamiliarandunfamiliarorchestralfilmmusic,referringtotheappropriatemusicalelementslistedpreviously;
3.MusicalTraditionsofIreland
• demonstrateknowledgeandunderstandingofmusicaltraditionsofIrelandbystudyingthesetworksforthisAreaofStudy;
• demonstrateknowledgeandunderstandingofIrishtraditionalandUlsterScotsmusic,referringtotheappropriatemusicalelementslistedpreviously;
• useappraisingskillstoanalysefamiliarandunfamiliarinstrumentalandvocalIrishtraditionalandUlsterScotsmusic,referringtotheappropriatemusicalelementslistedpreviously;
4.PopularMusic1980–presentday
• demonstrateknowledgeandunderstandingofpopularmusicfrom1980tothepresentdaybystudyingthesetworksforthisAreaofStudy;
• demonstrateknowledgeandunderstandingofpopularmusicfrom1980tothepresentday(punkrock,newwave,Britpop,alternativerock,rockandelectronica),referringtotheappropriatemusicalelementslistedpreviously;and
• useappraisingskillstoanalysefamiliarandunfamiliarpopularmusicfrom1980tothepresentday,referringtotheappropriatemusicalelementslistedpreviously.
-
CCEAGCSEMusicfromSeptember2017
14
4 Scheme of Assessment
4.1 Assessment opportunities
Fortheavailabilityofexaminationandcontrolledassessment,seeSection2.Thisisalinearspecification;candidatesmusttakealltheassessmentsattheendofthecourse.Candidateswhowishtoimprovetheiroverallgrademustretakethequalification.Theymustretakeallexternallyassessedcomponents,andtheycaneitherretakethecontrolledassessmentcomponentsorreuse(carryforward)thecontrolledassessmentmarkstheyhavealreadybeenawarded.Ifcandidatesretakeacontrolledassessmentcomponent,theymustcompletethetask(s)setfortheseriesinwhichtheyareseekinganewgrade.Forup-to-datedetailsontasks,seeyoursubjectmicrositeatwww.ccea.org.uk4.2 Assessment objectives
Therearefourassessmentobjectivesforthisspecification.Candidatesmust:
AO1 performwithtechnicalcontrol,expressionandinterpretation;AO2 composeanddevelopmusicalideaswithtechnicalcontrolandcoherence;AO3 demonstrateandapplymusicalknowledge;andAO4 useappraisingskillstomakeevaluativeandcriticaljudgementsaboutmusic.4.3 Assessment objective weightings
ThetablebelowsetsouttheassessmentobjectiveweightingsforeachassessmentcomponentandtheoverallGCSEqualification.
AssessmentObjective
ComponentWeighting(%) OverallWeighting(%)
ExternalAssessment
ControlledAssessment
ExternalAssessment
Component1 Component2 Component3
AO1 30 30
AO2 30 30
AO3 20 20
AO4 5 15 20
TotalWeighting 35 30 35 100
-
CCEAGCSEMusicfromSeptember2017
15
4.4 Quality of written communication
InGCSEMusic,candidatesmustdemonstratetheirqualityofwrittencommunication.Theyneedto:
• ensurethattextislegibleandthatspelling,punctuationandgrammarareaccuratesothatmeaningisclear;
• selectanduseaformandstyleofwritingthatsuittheirpurposeandcomplexsubjectmatter;and
• organiseinformationclearlyandcoherently,usingspecialistvocabularywhereappropriate.
Qualityofwrittencommunicationisassessedinresponsestoquestionsandtasksthatrequireextendedwriting.4.5 Reporting and grading
WeawardGCSEqualificationsonagradescalefromA*toG,withA*beingthehighest.Theninegradesavailableareasfollows:
Grade A* A B C* C D E F GIfcandidatesfailtoattainagradeGorabove,wereporttheirresultasunclassified(U).4.6 External Assessment
Component 1: Performing and Appraising
ExternalassessmentforComponent1consistsoftwoperformancesandanevaluativediscussion.PerformingCandidatesperformatleasttwopiecesofmusic.Theyperformoneasasoloandoneaspartofanensemble.Thecombineddurationofthesoloandensembleperformancesshouldbenolongerthan6minutes.
• Thesoloperformanceshouldbeatleast2minuteslongandmaybeaccompaniedbyaliveaccompanistorbackingtrack.
• Theensembleperformanceshouldbeatleast1minutelongandmustfeatureatleasttwomusicians,includingthecandidate.Thepartperformedbythecandidatemustbeindependentenoughtoallowtheexaminertojudgetheirensembleskills.
-
CCEAGCSEMusicfromSeptember2017
16
AppraisingCandidatesdiscusstheirperformanceswithanexternalexaminer.Thisdiscussionlastsnolongerthan3minutesandcentreson:
• thecandidate’srationalefortheirchoices;• thetitle,composerandstylisticcontentoftheprogramme;• thetechnicalchallengesencounteredinpreparingtheirprogramme;and• thestylisticconventionsofthechosenpieces.Theexaminermakesacompleteanduneditedrecordingoftheperformances.Fortheassessmentcriteria,seeAppendix2.Forguidanceonthelevelofdemandforselectednon-gradedinstruments,pleaserefertoAppendix3.Component 3: Listening and Appraising
AssessmentforComponent3isthroughoneexternallyassessedlisteningandappraisingexaminationlasting1hour30minutes.Theexaminationpaperhasthreesections:
• SectionA:listeningquestionsbasedonthesetworks;• SectionB:listeningquestionsbasedonunfamiliarmusicfromtheAreasofStudy;and
• SectionC:oneextendedwritinglisteningquestionbasedonasetwork.Theexaminationincludesthefollowingstylesofquestions:
• shortresponse,factualquestionsbasedontheextracts;• descriptiveextendedwritingbasedonthesetworks;• opinion-basedquestionsdrawingonmusicalknowledgeandunderstandingintheAreasofStudy;
• notation,melodycompletionandidentificationbasedonmainthemes;• pitchidentification;• completionofrhythms;• instrumentandvoicerecognition;• timesignaturerecognition;and• identificationandreorderingofthemesormotifsfromtheextracts.
-
CCEAGCSEMusicfromSeptember2017
17
5 Grade Descriptions
Gradedescriptionsareprovidedtogiveageneralindicationofthestandardsofachievementlikelytohavebeenshownbycandidatesawardedparticulargrades.Thedescriptionsmustbeinterpretedinrelationtothecontentinthespecification;theyarenotdesignedtodefinethatcontent.Thegradeawardeddependsinpracticeupontheextenttowhichthecandidatehasmettheassessmentobjectivesoverall.Shortcomingsinsomeaspectsofcandidates’performanceintheassessmentmaybebalancedbybetterperformancesinothers.
Grade
Description
A ForAO1,candidatesperformindividuallyandaspartofanensemblewithasenseofstyleandcommandoftheresourcesused.Theymakeappropriateuseoftempogradation,dynamicsandbalance.ForAO2,candidatescomposemusicthatshowsacoherentandimaginativedevelopmentofmusicalideasandconsistencyofstyle.ForAO3,candidatesconfidentlyandaccuratelydemonstrateandapplymusicalknowledgetoarangeofstylesandgenres.ForAO4,candidatesmakecriticaljudgementsabouttheirownandothers’musicusinganaccurateandextensivemusicalvocabulary.
C ForAO1,candidatesperformindividuallyandaspartofanensemblewithcontrol,makinguseofphrasinganddynamicsappropriatetothestyleandmoodofthemusic.ForAO2,candidatescomposemusicthatshowsanabilitytodevelopmusicalideasanduseconventions,musicstructuresandresourceswithinastyleorgenre.ForAO3,candidatesadequatelydemonstrateandapplymusicalknowledgetoarangeofstylesandgenres.ForAO4,candidatesmakecriticaljudgementsabouttheirownandothers’musicusingamusicalvocabulary.
-
CCEAGCSEMusicfromSeptember2017
18
Grade
Description
F ForAO1,candidatesperformindividuallyandaspartofanensemblewithsomecontroloftheresourcesused.ForAO2,candidatescomposemusicthatshowssomeabilitytoorganisemusicalideasanduseappropriateresourceswithinastyleorgenre.ForAO3,candidatesdemonstratelimitedabilitytoapplymusicalknowledgetoarangeofstylesandgenres.ForAO4,candidatesdescribemusicalfeaturesusingsimplemusicalvocabularyandoffersomejustificationoftheopinionstheyexpress.
-
CCEAGCSEMusicfromSeptember2017
19
6 Guidance on Controlled Assessment
6.1 Controlled assessment review
Wewillreviewourcontrolledassessmenttaskseveryyeartoensurethattheycontinuetosetanappropriatechallengeandremainvalid,reliableandstimulating.6.2 Skills assessed by controlled assessment
Teachersmustassessthefollowingcoreskillsthroughthecontrolledassessmentofbothcompositions:
• creation,organisationanddevelopmentofideas;and• understanding,controlanduseofresources.
Teachersmustassessthreeofthefollowingskillsthroughthecontrolledassessmentofeachcomposition(pleasenotethatuseofharmonymustbeassessedinCompositionA):
• useofharmony;• textureandaccompaniment;• rhythmicinterest;• expressiveinterest;and• useoftechnology.6.3 Level of control
RulesforcontrolledassessmentinGCSEMusicaredefinedforthethreestagesoftheassessment:
• tasksetting;• tasktaking;and• taskmarking. 6.4 Task setting
Thelevelofcontrolfortasksettingismedium.Thismeansthatwesetthetasks.Centreshavetheopportunitytocontextualisethecontrolledassessmenttaskstosuittheirspecificcircumstances.Thisincludestheavailabilityofandaccesstoresources.Wewillprovidecentreswithdetailsofcontrolledassessmenttasksandguidanceonhowtocompleteandsubmitthem.
-
CCEAGCSEMusicfromSeptember2017
20
Component 2: Composing
Forthesecontrolledassessments,candidatescomposetwopiecesofmusic.CompositionACandidateschoosetheirownbrief,compositionalstyleandresources.CompositionBThisisaresponsetoapre-releasestimulusprovidedinSeptemberoftheacademicyearinwhichthecandidatetakestheassessment.CandidateswriteCompositionBinresponsetooneofthefollowing:
• ashortmelodicfragment;• arhythmicmotif;or• achordsequence.SubmittingthecompositionsCandidatessubmitbothcompositionsintheformofarecordedperformance(whichmaybeliveorsequenced)andoneofthefollowing:
• ascoreoutliningperformancedirectionthroughmusicalnotationand,forexample,useoftempo,dynamicsandinstrumentaltechniques;
• aleadsheetoutliningadetailedframeworkthatallowsforamusicalperformance,forexampleamelodylinewithchordsymbolsandlyrics,whereappropriate;or
• awrittenaccount(nolongerthan600words)usingtheproformaavailableatwww.ccea.org.uk
RecordingsshouldbesubmittedonCDformattedforaudioplayback.6.5 Task taking
Therearedifferentlevelsofcontrolinthetasks,forexampleresearch–limitedcontrolandoutcome–highcontrol.
AreasofControl DetailofControl
Authenticity • Teachersmustensurethatcandidatesareawareofanythirdpartycopyrightorintellectualpropertyissuesintheirwork.
• Theymustsignadeclarationtocertifythat,tothebestoftheirknowledge,alltheworkthatcandidateshavesubmittedforassessmentistheirown.
-
CCEAGCSEMusicfromSeptember2017
21
AreasofControl DetailofControl
Feedback
• Teachersmustguideandsupervisecandidatesto:- monitorprogress;- preventplagiarism;- ensureworkiscompletedinaccordancewiththisspecification’srequirements;and
- ensureworkcanbeassessedinaccordancewiththeproceduresandmarkingcriteria.
TimeLimit/WordLimit
• Thecombinedlengthofbothcompositionsshouldbe3–6minutes.
• Candidateshave25hourstocompletethiscomponent.
Collaboration • Candidatesmustworkindependentlywhencompletingbothcompositions.
Resources • Candidatesmayuseacousticinstrumentsand/orelectronicmedia.
• Candidatesmayusenotation,sequencingandmultitrackingsoftwaretocompletetheircompositions.
6.6 Task marking
Thelevelofcontrolfortaskmarkingismedium. Teachersmarkthecontrolledassessmenttasksusingassessmentcriteriathatweprovide.Theyshoulduseprofessionaljudgementtoselectandapplythecriteriaineachsuccessivemarkbandappropriatelyandfairlytocandidates’work.Theyshouldfollowa‘bestfit’approachwhenselectingacandidate’smark,makingallowanceforbalancingstrengthsandweaknessesineachresponse.Teachersmustensurethattheworktheymarkisthecandidate’sown.Forup-to-dateadviceonplagiarism,oranykindofcandidatemalpractice,seeSuspectedMalpracticeinExaminationsandAssessments:PoliciesandProceduresontheJointCouncilforQualificationswebsiteatwww.jcq.org.uk
-
CCEAGCSEMusicfromSeptember2017
22
6.7 Internal standardisation
Centreswithmorethanoneteachinggroupmustcarryoutinternalstandardisationofcontrolledassessmenttasksbeforesubmittingtheirmarkstous.Thisistoensure,asfaraspossible,thateachteacherhasappliedtheassessmentcriteriaconsistentlywhenmarkingassessments.Centresmayneedtoadjustanindividualteacher’smarking:
• tobringassessmentsintolinewiththoseofotherteachersinthecentre;and• tomatchthestandardsestablishedattheagreementtrial.Ifmarksdochange,centresmustamendthetotal/finalmarkontheirCandidateRecordSheet.6.8 Moderation
Centresmustsubmittheirmarksandsamplestousbythedeadlineweseteachyear.Wemayadjustcentres’markingtobringtheassessmentofthecandidates’workintolinewithouragreedstandards.Weissuefullinstructionseachyearon:
• ourmoderationprocedures; • whichsampleswerequire;and • thedeadlinesforsubmittingmarksandsamplestous. Teachersandcentrestaffmaycontactusatanystageiftheyrequireadvice,assistanceorsupportrelatingtoanyaspectofcontrolledassessment.6.9 Drafting/Redrafting
Teachersmustnotcorrectcandidates’workindetailandreturnittothemtowriteupafaircopy.Responsibilityfordraftingapieceofworktowardscompletionliesentirelywiththecandidate.Onceacandidatehassubmittedthecontrolledassessmentandithasbeenawardedamark,thatmarkisfinal.Thecandidatemaynotcarryoutfurtherwork.SeeAppendix1foraglossaryofcontrolledassessmentterms.Formoredetails,seetheJointCouncilforQualificationsdocumentInstructionsforConductingControlledAssessments,availableatwww.jcq.org.uk
-
CCEAGCSEMusicfromSeptember2017
23
7 Curriculum Objectives
ThisspecificationbuildsonthelearningexperiencesfromKeyStage3asrequiredforthestatutoryNorthernIrelandCurriculum.ItalsooffersopportunitiesforstudentstocontributetotheaimandobjectivesoftheCurriculumatKeyStage4,andtocontinuetodeveloptheCross-CurricularSkillsandtheThinkingSkillsandPersonalCapabilities.Theextentofthedevelopmentoftheseskillsandcapabilitieswillbedependentontheteachingandlearningmethodologyused. 7.1 Cross-Curricular Skills at Key Stage 4
Communication
Studentsshouldbeableto:
• communicatemeaning,feelingsandviewpointsinalogicalandcoherentmanner,forexamplethroughtheirperformanceforanaudienceontheirchoseninstrumentandthroughtheirconversationwiththevisitingexaminerabouttheir
chosenperformancepieces;• makeoralandwrittensummaries,reportsandpresentations,takingaccountofaudienceandpurpose,forexamplethepresentationofcompositionideasthroughascore,leadsheetorwrittenaccount;
• participateindiscussions,debatesandinterviews,forexamplediscussionwiththevisitingexamineraboutthechoiceofperformancematerial;
• interpret,analyseandpresentinformationinoral,writtenandICTformats,forexampleinresponsetoquestionsonAreasofStudy,familiarandunfamiliar
musicinthewrittenexamination,andintheirsummativeinformationintheir
score,leadsheet,compositionorwrittenaccount;and• exploreandrespondimaginativelyandcreativelytoavarietyoftexts,forexamplethedevelopmentofcreativeandimaginativeideasdrawnfromthe
stimulusmaterialandappliedtocomposition.
-
CCEAGCSEMusicfromSeptember2017
24
UsingMathematics
Studentsshouldbeableto:
• usemathematicallanguageandnotationwithconfidence,forexampleindescribingintervalsandreadingtrebleandbassclef;
• usementalcomputationtocalculate,estimateandmakepredictionsinarangeofsimulatedandreal-lifecontexts,forexampleincompletingmelodiesfrommainthemes;
• selectandapplymathematicalconceptsandproblem-solvingstrategiesinarangeofsimulatedandreal-lifecontexts,forexamplecreatingchordsequencesandmelodiesincomposition;
• interpretandanalyseawiderangeofmathematicaldata,forexampleinidentifyingchordsandcadences;
• assessprobabilityandriskinarangeofsimulatedandreal-lifecontexts,forexampleinplanningandcreatingacomposition;and
• presentmathematicaldatainavarietyofformatswhichtakeaccountofaudienceandpurpose,forexampletimingofperformances.
UsingICT
Studentsshouldbeabletomakeeffectiveuseofinformationandcommunicationstechnologyinawiderangeofcontextstoaccess,manage,selectandpresentinformation,includingmathematicalinformation,forexample:
• usetechnologyintheresearchontheAreasofStudyandonthematerialsselectedforperformanceandcomposition;
• experienceliveandrecordedmusicandunderstandtheuseofdigitaltechnologyinthedesignanddeliveryofmusic;
• explorearangeofmusicsoftwaresuchasLogicProandGarageBandornotationsoftwaresuchasSibeliusinthecreationandpresentationoftheircomposition;
• exploretheeffectsofmultimediaandICTonmusic;• recordperformanceworkusingdigitaltechnology;and• createscores,leadsheetsorwrittenaccounts.
-
CCEAGCSEMusicfromSeptember2017
25
7.2 Thinking Skills and Personal Capabilities at Key Stage 4
Self-Management
Studentsshouldbeableto:
• planwork,forexampleresearchtheAreasofStudyandcompletethescore,leadsheetorwrittencommentaryforcomposition;
• setpersonallearninggoalsandtargetstomeetdeadlines,forexamplecompilearehearsalscheduleforperformance;
• monitor,reviewandevaluatetheirprogressandimprovetheirlearning,forexampleevaluatetheirprogresswhenpreparingforperformance,andcreatea
studyplanforthewrittenexamination;and• effectivelymanagetheirtime,forexampleworkindividuallytoprepareperformancepiecesfortheexaminationandcompletecompositionswithinthe
25hourtimeframe.
WorkingwithOthers
Studentsshouldbeableto:
• learnwithandfromothersthroughco-operation,forexamplethroughrehearsingandperformingaspartofanensemble;
• participateineffectiveteamsandacceptresponsibilityforachievingcollectivegoals,forexamplethroughthegrouprehearsalfortheensembleperformance;and
• listenactivelytoothersandinfluencegroupthinkinganddecision-making,takingaccountofothers’opinions,forexamplethroughgroupnegotiationofthechoiceofmaterialfortheensembleperformance.
-
CCEAGCSEMusicfromSeptember2017
26
ProblemSolving
Studentsshouldbeableto:
• identifyandanalyserelationshipsandpatterns,forexampleidentifylinksbetweenthecompositionalstylesstudiedandthecreativeelementofthecourse;
• proposejustifiedexplanations,forexampleuseresearchfindingstojustifydecisionsaboutthechoiceofmaterialsforperformance;
• reason,formopinionsandjustifytheirviews,forexamplejustifyperformanceideastothevisitingexaminer,offertheirownconclusionsabouttheir
performanceanddemonstrateunderstandingofthebackgroundoftheirpiece;• analysecriticallyandassessevidencetounderstandhowinformationorevidencecanbeusedtoservedifferentpurposesoragendas,forexampleanalysehowchangingonepieceofinformationaffectstheoutcomefor
composition;• analyseandevaluatemultipleperspectives,forexampleanalysedifferentsetworksfromtheAreasofStudy;
• exploreunfamiliarviewswithoutprejudice,forexampleinresponsetoquestionsonunfamiliarmusicinthewrittenexamination;
• weighupoptionsandjustifydecisions,forexamplemakingdecisionsaroundthechoiceofadditionalcriteriaforcomposition;and
• applyandevaluatearangeofapproachestosolveproblemsinfamiliarandnovelcontexts,forexamplemakingdecisionsaboutinstruments,form,structureandoverallcontextwhenrespondingtoquestionsonunfamiliarmusicinthe
writtenexamination.
AlthoughnotreferredtoseparatelyasastatutoryrequirementatKeyStage4intheNorthern Ireland Curriculum,Managing Information andBeing Creative may alsoremainrelevanttolearning.
-
CCEAGCSEMusicfromSeptember2017
27
8 Links and Support
8.1 Support
Thefollowingresourcesareavailabletosupportthisspecification:
• ourMusicmicrositeatwww.ccea.org.ukand• specimenassessmentmaterials.Wealsointendtoprovide:
• pastpapers;• planningframeworks;• ChiefExaminer’sreports;• PrincipalModerator’sreports;• planningframeworks;• centresupportvisits;• supportdaysforteachers;• agreementtrials;• portfolioclinics;• controlledassessmentguidance;• aresourcelist;and• exemplificationofexaminationperformance.
8.2 Examination entries
EntrycodesforthissubjectanddetailsonhowtomakeentriesareavailableonourQualificationsAdministrationHandbookmicrosite,whichyoucanaccessatwww.ccea.org.ukAlternatively,youcantelephoneourExaminationEntries,ResultsandCertificationteamusingthecontactdetailsprovided.8.3 Equality and inclusion
Wehaveconsideredtherequirementsofequalitylegislationindevelopingthisspecificationanddesignedittobeasfreeaspossiblefromethnic,gender,religious,politicalandotherformsofbias.GCSEqualificationsoftenrequiretheassessmentofabroadrangeofcompetences.Thisisbecausetheyaregeneralqualificationsthatpreparestudentsforawiderangeofoccupationsandhigherlevelcourses.Duringthedevelopmentprocess,anexternalequalitypanelreviewedthespecificationtoidentifyanypotentialbarrierstoequalityandinclusion.Whereappropriate,wehaveconsideredmeasurestosupportaccessandmitigatebarriers.Wecanmakereasonableadjustmentsforstudentswithdisabilitiestoreducebarrierstoaccessingassessments.Forthisreason,veryfewstudentswillhaveacompletebarriertoanypartoftheassessment.
-
CCEAGCSEMusicfromSeptember2017
28
Itisimportanttonotethatwhereaccessarrangementsarepermitted,theymustnotbeusedinanywaythatunderminestheintegrityoftheassessment.YoucanfindinformationonreasonableadjustmentsintheJointCouncilforQualificationsdocumentAccessArrangementsandReasonableAdjustments,availableatwww.jcq.org.uk8.4 Contact details
Ifyouhaveanyqueriesaboutthisspecification,pleasecontacttherelevantCCEAstaffmemberordepartment:
• SpecificationSupportOfficer:NolaFitzsimons(telephone:(028)90261200,extension2235,email:[email protected])
• SubjectOfficer:JohnTrueman(telephone:(028)90261200,extension2609,email:[email protected])
• ExaminationEntries,ResultsandCertification(telephone:(028)90261262,email:[email protected])
• ExaminerRecruitment(telephone:(028)90261243,email:[email protected])
• Distribution(telephone:(028)90261242,email:[email protected])
• SupportEventsAdministration(telephone:(028)90261401,email:[email protected])
• Moderation(telephone:(028)90261200,extension2236,email:[email protected])
• BusinessAssurance(ComplaintsandAppeals)(telephone:(028)90261244,email:[email protected]@ccea.org.uk).
-
CCEAGCSEMusicfromSeptember2017
29
Appendix 1
Glossary of Terms for Controlled Assessment Regulations
Term Definition
Component
Adiscrete,assessableelementwithinacontrolledassessment/qualificationthatisnotitselfformallyreportedandforwhichtheawardingorganisationrecordsthemarksMaycontainoneormoretasks
Controlledassessment
Aformofinternalassessmentwherethecontrollevelsaresetforeachstageoftheassessmentprocess:tasksetting,tasktaking,andtaskmarking
Externalassessment
Aformofindependentassessmentinwhichquestionpapers,assignmentsandtasksaresetbytheawardingorganisation,takenunderspecifiedconditions(includingdetailedsupervisionandduration)andmarkedbytheawardingorganisation
Formalsupervision(Highlevelofcontrol)
Thecandidatemustbeindirectsightofthesupervisoratalltimes.Useofresourcesandinteractionwithothercandidatesistightlyprescribed.
Informalsupervision(Mediumlevelofcontrol)
Questions/Tasksareoutlined,theuseofresourcesisnottightlyprescribedandassessableoutcomesmaybeinformedbygroupwork.Supervisionisconfinedto:
• ensuringthatthecontributionsofindividualcandidatesarerecordedaccurately;and
• ensuringthatplagiarismdoesnottakeplace.Thesupervisormayprovidelimitedguidancetocandidates.
Limitedsupervision(Limitedlevelofcontrol)
Requirementsareclearlyspecified,butsomeworkmaybecompletedwithoutdirectsupervisionandwillnotcontributedirectlytoassessableoutcomes.
-
CCEAGCSEMusicfromSeptember2017
30
Term Definition
Markscheme Aschemedetailinghowcreditistobeawardedinrelationtoaparticularunit,componentortask
Normallycharacterisesacceptableanswersorlevelsofresponsetoquestions/tasksorpartsofquestions/tasksandidentifiestheamountofcrediteachattracts
Mayalsoincludeinformationaboutunacceptableanswers
Task Adiscreteelementofexternalorcontrolledassessmentthatmayincludeexaminations,assignments,practicalactivitiesandprojects
Taskmarking Specifiesthewayinwhichcreditisawardedforcandidates’outcomes
Involvestheuseofmarkschemesand/ormarkingcriteriaproducedbytheawardingorganisation
Tasksetting Thespecificationoftheassessmentrequirements
Tasksmaybesetbyawardingorganisationsand/orteachers.Teacher-settasksmustbedevelopedinlinewithawardingorganisationspecifiedrequirements.
Tasktaking Theconditionsforcandidatesupportandsupervision,andtheauthenticationofcandidates’work
Tasktakingmayinvolvedifferentparametersfromthoseusedintraditionalwrittenexaminations.Forexample,candidatesmaybeallowedsupervisedaccesstosourcessuchastheinternet.
Unit Thesmallestpartofaqualificationthatisformallyreported
Maycompriseseparatelyassessedcomponents
-
App
endi
x 2
Ass
essm
ent C
riter
ia a
nd M
ark
Ban
ds –
Com
pone
nt 1
: Per
form
ing
and
App
rais
ing
Compo
nent1:Perform
ingandApp
raisingSoloPerform
ance(3
0marks)
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Technicalcon
troland
accuracy
(15marks)
•Thepe
rformance
demon
strateslim
ited
technicalcon
trol.
•Thepe
rformance
demon
stratessome
technicalcon
trol.
•Thepe
rformance
demon
stratesgood
technicalcon
trol
approp
riatetothe
demandsand
styleof
themusic.
•Thepe
rformanceis
confiden
tand
demon
stratesvery
good
techn
icalcon
trol
approp
riatetothe
demandsand
styleof
themusic.
•Thepe
rformance
containsm
any
inaccuraciesthat
disrup
ttheflo
wofthe
music.
•Thepe
rformance
containsinaccuracies
butstillm
anagesto
sustaintheoverall
flowofthe
music.
•Thepe
rformanceis
largelyaccurate,w
ith
someerrorshaving
limited
impactonthe
overallperform
ance.
•Thepe
rformanceis
accurateand
flue
ntthrougho
ut;anym
inor
errorsdono
tim
pact
onthe
overallsuccess
ofthe
perform
ance.
•Intonation
(whe
rerelevant)ispo
or.
•Intonation
(whe
rerelevant)issecurein
places.
•Intonation
(whe
rerelevant)ismostly
secure.
•Intonation
(whe
rerelevant)issecurefo
rmostofthe
performance.
(1–3m
arks)
(4–7m
arks)
(8–11marks)
(12–15
marks)
CCEA GCSE Music from September 2017
31
-
Compo
nent1:Perform
ingandApp
raisingSoloPerform
ance(3
0marks)(cont.)
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Expressiv
einterpretatio
nan
dsenseofstyle
(tem
po,dynam
ics,
articulation
,phrasing
andcommun
ication)
(12marks)
•Aperform
ancethat
demon
stratesa
limited
und
erstanding
ofthe
stylistic
featuresofthe
cho
sen
programme.
•Aperform
ancethat
demon
stratessome
unde
rstand
ingofthe
stylisticfeaturesof
thechosen
programme.
•Aperform
ancethat
demon
stratesgood
unde
rstand
ingofthe
stylisticfeaturesof
thechosen
programme.
•Aperform
ancethat
demon
stratesvery
good
und
erstanding
andconvincingly
appliesstylistic
featuresapp
ropriate
tothe
cho
sen
programme.
•Thepe
rformancehas
noclearsen
seof
directionandmakes
limited
and
/or
inapprop
riateuseof
tempo
,dynam
ics,
articulation
and
phrasing.
•Thepe
rformancehas
somesenseof
directionandmakes
someuseoftem
po,
dynamics,articulation
andph
rasing.
•Thepe
rformancehas
asenseofdirection
andmakesgoo
duse
oftem
po,dynam
ics,
articulation
and
phrasing.
•Thepe
rformancehas
astrongsen
seof
directionandmakes
effectiveuseof
tempo
,dynam
ics,
articulation
and
phrasing.
(1–3m
arks)
(4–6m
arks)
(7–9m
arks)
(10–12
marks)
CCEA GCSE Music from September 2017
32
-
Compo
nent1:Perform
ingandApp
raisingSoloPerform
ance(3
0marks)(cont.)
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Levelofd
eman
d
(3m
arks)
•Musicbelow
Grade
1.
•Musicequ
ivalen
tto
Grade
1.
•Musicequ
ivalen
tto
Grade
2.
•Musicequ
ivalen
tto
Grade
3orabove.
•Simplemusicthat
placesm
odest
demandsonthe
performer,including
novariation
inmelod
icand
/or
rhythm
icpatterns.
•Musicreq
uiringa
mod
eratelevelof
demand,includ
ing
somevariationin
melod
icand
/or
rhythm
icpatternsand
anarrow
pitchrange.
•Morechallenging
music,includingm
ore
difficultkeys,
requ
iringagreater
degreeoftechn
ical
ability,awiderpitch
rangeandgreater
variationinm
elod
icandrhythm
icideas.
•Verychallenging
musicreq
uiringahigh
leveloftechn
ical
expe
rtiseto
accommod
atemore
difficultkeysand
/or
mod
ulations,alarge
pitchrange,m
ore
complexm
elod
icand
rhythm
icideas,and
varied
textures.
(0m
arks)
(1m
ark)
(2m
arks)
(3m
arks)
Awardzerofo
rworkno
tworthyofcred
it.
CCEA GCSE Music from September 2017
33
-
Compo
nent1:Perform
ingandApp
raisingEn
semblePe
rform
ance(3
0marks)
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Technicalcon
troland
accuracy
(12marks)
•Aperform
ancethat
demon
strateslim
ited
technicalcon
trol.
•Aperform
ancethat
demon
stratessome
technicalcon
trol.
•Aperform
ancethat
demon
stratesgood
technicalcon
trol,
approp
riatetothe
demandsand
styleof
themusic.
•Aperform
ancethatis
confiden
tand
demon
stratesvery
good
techn
icalcon
trol
approp
riatetothe
demandsand
styleof
themusic.
•Thepe
rformance
containsm
any
inaccuraciesthat
disrup
ttheflo
wofthe
music.
•Thepe
rformance
containsinaccuracies
butstillm
anagesto
sustaintheoverall
flowofthe
music.
•Thepe
rformanceis
largelyaccurate,w
ith
someerrorshaving
limited
impactonthe
overallsuccessofthe
performance.
•Thepe
rformanceis
accurateand
flue
ntthrougho
utand
any
minorerrorsdo
not
impactontheoverall
successofthe
performance.
•Intonation
(whe
rerelevant)ispo
or.
•Intonation
(whe
rerelevant)issecurein
places.
•Intonation
(whe
rerelevant)ismostly
secure.
•Intonation
(whe
rerelevant)issecurefo
rthemajorityofthe
performance.
(1–3m
arks)
(4–6m
arks)
(7–9m
arks)
(10–12
marks)
CCEA GCSE Music from September 2017
34
-
Compo
nent1:Perform
ingandApp
raisingEn
semblePe
rforman
ce(3
0marks)(cont.)
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Senseofensem
ble,
balancean
ddyna
mics
(15marks)
•Aperform
ancethat
demon
stratesa
limited
sen
seof
ensemble.
•Am
utuallysup
portive
performancethat
demon
stratessome
senseofensem
ble.
•Aperform
ancethat
demon
stratesagood
senseofensem
ble
whileperform
inga
moredifficult
individu
alpart.
•Aperform
ancethat
demon
stratesastrong
senseofensem
ble
andleadership
throughsensitivityto
theothe
rpe
rformers.
•Thepe
rformance
demon
stratesapo
orbalancebe
tween
individu
alpartsand
dynamicrangedoe
sno
tcontribu
tetothe
performanceasa
who
le.
•Thepe
rformance
achievessom
esense
ofbalanceand
awaren
essofhow
the
cand
idate’spart
relatestothe
pieceas
awho
le.The
reis
someabilitytomake
dynamicadjustm
ents
througho
utthe
performance.
•Thepe
rformance
achievesagoo
dsense
ofbalancethrou
ghthecand
idate’sow
ncontribu
tion
.Goo
ddynamicbalanceis
achieved
throu
ghapprop
riate
adjustmen
tsthrougho
utthe
performance.
•Thereisanexcellent
balancebe
tween
partsandwell-
hand
leddynamic
contrastsaddtothe
overalleffectivene
ssofthe
perform
ance.
(1–3m
arks)
(4–7m
arks)
(8–11marks)
(12–15
marks)
CCEA GCSE Music from September 2017
35
-
Compo
nent1:Perform
ingandApp
raisingEn
semblePe
rforman
ce(3
0marks)(cont.)
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Levelofd
eman
d•Musicbelow
Grade
1.
•Musicequ
ivalen
tto
Grade
1.
•Musicequ
ivalen
tto
Grade
2.
•Musicequ
ivalen
tto
Grade
3orabove.
(3m
arks)
•Simplemusicthat
placesm
odest
demandsonthe
performer,including
novariation
inmelod
icand
/or
rhythm
icpatterns.
•Musicreq
uiringa
mod
eratelevelof
demand,includ
ing
somevariationin
melod
icand
/or
rhythm
icpatternsand
anarrow
pitchrange.
•Morechallenging
musicreq
uiringa
greaterde
greeof
technicalabilityto
performinm
ore
difficultkeys,awider
pitchrangeand
greatervariationin
melod
icand
rhythmic
ideas.
•Verychallenging
musicreq
uiringahigh
leveloftechn
ical
expe
rtiseto
accommod
atemore
difficultkeysand
/or
mod
ulation,alarge
pitchrange,m
ore
complexm
elod
icand
rhythm
icideas,and
varied
textures.
(0m
arks)
(1m
ark)
(2m
arks)
(3m
arks)
Awardzerofo
rworkno
tworthyofcred
it.
CCEA GCSE Music from September 2017
36
-
Compo
nent1:Perform
ingandApp
raisingEvalua
tiveDiscussio
n(10marks)
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Evalua
tivediscussio
n
(10marks)
•Limited
abilityto
discussthechosen
programme’s
technicalchallenges
and/orpointsof
interpretation
.
•Someknow
ledgeof
thechosen
programmeandsome
abilitytodiscuss
technicalchallenges
and/orpointsof
interpretation
.
•Goo
dknow
ledgeof
thechosen
programmeandgood
abilitytodiscussin
detailthetechnical
challengesand
/or
pointsof
interpretation
.
•Excellentkno
wledge
ofthe
cho
sen
programmeand
excellentabilityto
discussanalyticallythe
technicalchallenges
and/orpointsof
interpretation
.
(1–2m
arks)
(3–5m
arks)
(6–8m
arks)
(9–10marks)
Awardzerofo
rworkno
tworthyofcred
it.
CCEA GCSE Music from September 2017
37
-
App
endi
x 3
Leve
l of D
eman
d: G
uida
nce
for S
elec
ted
Non
-Gra
ded
Inst
rum
ents
Trad
ition
al Ir
ish
Inst
rum
ents
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Levelofd
eman
d
(3m
arks)
•Norangeofpieces.
•Arangeofp
iecessuch
asballadsand
/or
marches.
•Am
orevaried
programme,includ
ing
jigsandreels.
•Slow
airsandmore
difficultjigsandreels.
•Noornamen
tation
.•Simpleornamen
tation
,suchasgraceno
tes
andcuts.
•Morecomplex
ornamen
tation
,such
assim
pleturns,slides
anddo
ublegrace
notes.
•Awiderangeof
approp
riate
ornamen
tation
,such
asrolls,crann
sand
tripletgraceno
tes.
(0m
arks)
(1m
ark)
(2m
arks)
(3m
arks)
CCEA GCSE Music from September 2017
38
-
Scot
tish
Bag
pipe
s
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Levelofd
eman
d
(3m
arks)
•Majortun
ingissues.
•Someabilitytotune
dron
es.
•Someabilitytofocus
onthe
qualityofton
ebyreasonablyaccurate
tuningofd
rone
sand
hand
lingofreeds.
•Abilitytofo
cuson
the
qualityofton
eby
tuningdrone
s,un
derstand
ingthe
function
ofthe
bridle
andsettingthe
chanterreed
.
•Co
-ordinationispoo
r.•Someabilityto
co-ordinatebreath,
fingersand
arm
pressure.
•Co
mpe
tentcon
trolof
breath,fingersand
armpressureto
ensureapp
ropriate
phrasing.
•Flue
ntbreath,finger
andarmco-ordination
tom
atchtechn
ical
requ
irem
ents.
•Une
ventone
.•Limited
evenn
essof
tone
and
sim
ple
tonguing,produ
cing
slurredandseparate
notes.
•To
nalbalance
betw
eenop
enand
pinche
dno
tes,and
compe
tentton
guing,
prod
ucingstaccato
andshortlegato
phrases.
•Goo
dtone
,withclear
tonguingand
abilityto
sustainmoreextend
edlegatophrases.
(0m
arks)
(1m
ark)
(2m
arks)
(3m
arks)
CCEA GCSE Music from September 2017
39
-
Acc
ordi
on (trebleandbasskeybo
ards,freebasskeybo
ard,piano
orbu
tton
key)
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Levelofd
eman
d
(3m
arks)
•Noco-ordination
betw
eenhand
s.•Abilitytoco-ordinate
hand
s.•Someabilitytouse
registersandtheuse
ofreedstocontrol
pitchandtone
.
•Co
mpe
tentuseof
registerstovarypitch,
octavesand/orton
eprod
uction
,whe
reapprop
riate.
•Limited
useof
fund
amen
taland
majorcho
rdrow
s.
•Useoffun
damen
tal
andmajorcho
rdrow
s(Stradellabass
system
s).
•Awiderrangeofp
itch
andcorrectfin
ger
control(freebass
keyboards),and
more
extend
eduseofcho
rdrows,fo
rexam
ple
coun
terbass,m
inor
and7thchordrows
(Stradellabass
system
s).
•Co
ntrolofregistersto
varypitchand
/or
octavesoverawider
range(freebass
keyboards),and
ability
tousethe
fullrangeof
chords(Stradellabass
system
s).
•Articulationand
phrasingislimited
.•Be
llowstechniqu
eprod
ucesade
quate
articulation
ofsou
nd,
simpleph
rasingand
arestricted
dynam
icrange.
•Be
llowstechniqu
eto
prod
ucemoreprecise
tone
,som
evaried
articulation
and
awiderdynam
icrange.
•Be
llowstechniqu
eprod
ucesqualitytone
,varied
articulation,
sustaine
dph
rasingand
awiderdynam
icrange.
(0m
arks)
(1m
ark)
(2m
arks)
(3m
arks)
CCEA GCSE Music from September 2017
40
-
Turn
tabl
e/D
ecks
Crite
ria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Levelofd
eman
d
(3m
arks)
•Stilted
movem
ent
betw
eentw
oturntables.
•Fluidmovem
ent
betw
eentw
oturntablesand
ability
todropmix.
•Moreskilled
mixingof
tworecords,fo
rexam
plebe
atmatching.
•Flue
ntm
ixingoftwo
recordswithdifferen
ttempi,forexample
beatm
ixing.
•Anun
even
matchof
thevolumelevels.
•Asmoo
thm
atchofthe
volumelevels.
•Asmoo
thm
atchofthe
phrasingofthe
music
oneachrecord.
•Agreaterdegreeof
person
alinterpretation
throu
ghscratchingorback
spinning,thu
sim
provisingsome
addition
alrhythms.
(0m
arks)
(1m
ark)
(2m
arks)
(3m
arks)
CCEA GCSE Music from September 2017
41
-
App
endi
x 4
Ass
essm
ent C
riter
ia a
nd M
ark
Ban
ds –
Com
pone
nt 2
: Com
posi
ng
Compu
lsorycrite
ria:b
othmustbe
assessedinCom
position
Aand
Com
position
B(1
8marks)
Compu
lsoryCriteria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Crea
tion,organ
isatio
nan
dde
velopm
ento
fidea
s
(10marks)
•Musicalideasshow
limited
style,creativity,
balanced
phrasing,
shap
ean
dflu
ency.
•Musicalideasshow
somesenseofstyle,
creativity,b
alan
ced
phrasing
,sha
peand
fluen
cy.
•Musicalideasshow
ago
odsen
seofstyle,
creativity,b
alan
ced
phrasing
,sha
peand
fluen
cy.
•Musicalideasshow
astrong
sen
seofstyle,
creativity,b
alan
ced
phrasing
,sha
peand
fluen
cy.
•Th
ereislimited
developm
entof
musicalideas.
•Th
ereissom
ede
velopm
entof
musicalideas.
•Th
ereisgoo
dde
velopm
entof
musicalideasinline
withtheoverall
structureofthe
music.
•Th
ereisstylistican
dim
aginative
developm
entof
musicalideasinline
withtheoverall
structurean
dgenreof
themusic.
•Limited
structural
interestwithno
clear
form
.The
musiclacks
directionan
dis
disorgan
ised
.
•Somestructural
interestand
musical
cohe
rencewithina
recogn
ised
form
.The
mu sicsho
wssome
direction.
•Goo
dstructural
interestand
musical
cohe
rencewithina
recogn
ised
form
.The
musicsho
wsdirection
andha
sasenseof
completen
ess.
•Th
emusicisorgan
ised
withsoph
istication
into
aclearstructurean
d/or
form
.The
reisclear
directionan
dpu
rpose
tothe
musicand
ithas
asenseof
completen
ess.
(1–3
marks)
(4–5
marks)
(6–7
marks)
(8–1
0marks)
CCEA GCSE Music from September 2017
42
-
Compu
lsorycrite
ria:b
othmustbe
assessedinCom
position
Aand
Com
position
B(1
8marks)(cont.)
Compu
lsoryCriteria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
Unde
rstand
ing,co
ntrol
anduseofre
sources
(8m
arks)
•Writingfo
rthechosen
instrumen
tsand
/or
voicesislimited
and/orinapprop
riate.
•Writingfo
rthechosen
instrumen
tsand
/or
voicessho
wssome
unde
rstand
ing.
•Writingfo
rthechosen
instrumen
tsand
/or
voicessho
wsgood
unde
rstand
ingandis
idiomatic.
•Strongwritingfo
rthe
chosen
instrumen
tsand/orvoices;the
compo
sition
isidiomatic,imaginative
andstylistic.
(1–2m
arks)
(3–4m
arks)
(5–6m
arks)
(7–8m
arks)
Awardzerofo
rworkno
tworthyofcred
it.
CCEA GCSE Music from September 2017
43
-
Additio
nalcriteria:threeofthe
fivecriteriabe
lowm
ustbe
assessedinCom
position
Aand
Com
position
B.(12m
arks)
Additio
nalC
riteria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
(1)
Useofharmon
y(M
ustbe
assessedin
Compo
sition
A)
(4m
arks)
•Limited
und
erstan
ding
ofharmon
ywithinthe
chosen
style.
•Someun
derstand
ingof
prim
arychords,
function
alharmon
yan
dha
rmon
icpulsewithin
thechosen
style.
•Goo
dun
derstand
ingof
prim
arychords,
prog
ressionsand
harm
onicpulsewithin
thechosen
style.
•Excellentund
erstan
ding
ofcho
rds,progression
san
dha
rmon
iccolou
rwithinthechosen
style.
(1m
ark)
(2m
arks)
(3m
arks)
(4m
arks)
(2)
Texturean
daccompa
nimen
t
(4m
arks)
•Limited
and
/or
inap
prop
riateuseof
texture.The
accompa
nimen
tstyleis
simplean
d/or
inap
prop
riateforthe
chosen
gen
re.
•Someuseoftextureto
createand
maintain
interestand
variety.The
accompa
nimen
tstyleis
mostlyap
prop
riatean
dun
chan
gedthroug
hout.
•Goo
duseoftextureto
createand
maintain
interestand
variety.The
accompa
nimen
tstyleis
mostlyinteresting,
approp
riatean
dshow
ssomevariation.
•Effectivean
dresourcefuluseof
texturetocreatean
dma intaininterestand
variety.The
accompa
nimen
tstylei s
interesting,im
aginative
andvaried
.
(1m
ark)
(2m
arks)
(3m
arks)
(4m
arks)
(3)
Rhythm
icin
terest
(4m
arks)
•Limited
rhythmic
interestwithinthe
compo
sition
.The
writing
isnotinkee
ping
withthechosen
gen
re.
•Somerhythm
icinterest
withinthecompo
sition
,withsomecontrasting
ideasan
dde
velopm
ent .
Thewriting
isnotalways
inthe
styleofthe
chosen
gen
re.
•Goo
drhythm
icinterest
withinthecompo
sition
,show
ingvarietyan
dde
velopm
ent.The
writing
isinthe
styleof
thechosen
gen
re.
•Rh
ythm
icideasarewell
chosen
and
fully
develope
d,and
sho
woriginality.The
reisa
senseofidiomati c
writing
withinthe
chosen
gen
re.
(1m
ark)
(2m
arks)
(3m
arks)
(4m
arks)
CCEA GCSE Music from September 2017
44
-
Additio
nalcriteria:threeofthe
fivecriteriabe
lowm
ustbe
assessedinCom
position
Aand
Com
position
B(1
2marks)(cont.)
Additio
nalC
riteria
MarkBa
nd1
MarkBa
nd2
MarkBa
nd3
MarkBa
nd4
(4)
Expressiv
einterest
(4m
arks)
•Th
echoiceofsuitable
timbres,d
ynam
icsan
darticulation
isun
successfuland
/or
inap
prop
riateforthe
chosen
gen
re.
•Th
echoiceoftim
bres,
dyna
micsan
darticulation
issatisfactoryand
sho
ws
someconsiderationof
thechosen
gen
re.
•Th
echoiceoftim
bres,
dyna
micsan
darticulation
isap
prop
riatetothe
chosen
gen
re,sho
wing
variationan
daw
aren
ess
ofthe
cap
abilitiesofthe
chosen
instrumen
tsan
d/orvoices.
•Timbres,d
ynam
icsan
darticulation
havebe
enwellcho
senan
dha
ndled
sensitivelywithinthe
chosen
gen
re,sho
wing
variation,grada
tion
san
dfullaw
aren
essof
thechosen
instrumen
tsan
d/orvoices.
(1m
ark)
(2m
arks)
(3m
arks)
(4m
arks)
(5)
Useofte
chno
logy
(4m
arks)
•Limited
atten
tion
isgiventothe
cap
turing
andmixingofthe
music.
Limited
sen
seofb
alan
cean
dblen
dbe
twee
npa
rts.
•Someattempthasbee
nmad
etocap
tureand
mixthe
com
position
approp
riately.Som
esenseofbalan
ceand
blen
dbe
twee
npa
rts.
Thereissom
eaw
aren
essofEQ,
pann
ingan
dothe
reffectsbu
tthesemay
havebee
nap
plied
inap
prop
riately.
•Instrumen
tsare
captured
successfully
andthefin
alrecording
ofthe
com
position
iswellm
ixed
.Goo
dsense
ofbalan
ceand
blend
betw
eenpa
rts.The
use
ofeffects,including
EQ,
pann
ingan
dreverb,is
controlledan
dap
plied
successfullythrou
ghou
t.
•Instrumen
tsare
captured
withexpe
rtise
andthefin
alrecording
isstylisticallym
ixed
with
soph
istication
and
creativity.Partsare
balanced
and
blend
e deffectively.The
useof
effects,includ
ingEQ
,pa
nningan
dreverb,is
high
lysuccessful,
demon
strating
ahigh
levelofa
uralawaren
ess.
(1m
ark)
(2m
arks)
(3m
arks)
(4m
arks)
Awardzerofo
rworkno
tworthyofcr
edit.
CCEA GCSE Music from September 2017
45
-
© CCEA 2017
Blank PageBlank Page