Music assesshb2011 2015 by Maki

VCE Music Assessment Handbook 2011â&#x20AC;&#x201C;2016 November 2014

ÂŠ Victorian Curriculum and Assessment Authority 2010 No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the VCAA. For more information go to: www.vcaa.vic.edu.au/aboutus/policies/policy-copyright.html The VCAA provides the only official, up-to-date versions of VCAA publications. Details of updates can be found on the VCAA website: www.vcaa.vic.edu.au This publication may contain copyright material belonging to a third-party. Every effort has been made to contact all copyright owners. If you believe that material in this publication is an infringement of your copyright please email the Copyright Officer: vcaa.copyright@edumail.vic.gov.au Copyright in materials appearing at any sites linked to this document rests with the author of those materials, subject to the Copyright Act. The VCAA recommends you refer to copyright statements at linked sites before using such materials. ISBN 978-1-921702-42-6

Contents Introduction...........................................................................................................................4 Assessment ..........................................................................................................................5 VCE assessment principles ........................................................................................5 School-assessed Coursework ....................................................................................7 Scope of tasks ....................................................................................................8 Designing the assessment tasks ........................................................................8 Making assessment part of teaching and learning .............................................8 Music Assessment Advice and Further Resources ........................................................10 Music Performance ...............................................................................................................10 School-assessed Coursework ..................................................................................10 Unit 3 Performance descriptors ........................................................................10 Unit 4 Performance descriptors ........................................................................16 Sample approaches to School-assessed Coursework .............................................19 Unit 3 ................................................................................................................19 Music Investigation ...............................................................................................................27 School-assessed Coursework ..................................................................................27 Unit 3 Performance descriptors ........................................................................27 Unit 4 Performance descriptors ........................................................................31 Sample approaches to School-assessed Coursework .............................................36 Unit 3 ................................................................................................................36 Unit 4 ................................................................................................................43

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Music Style and Composition ...............................................................................................46 School-assessed Coursework ..................................................................................46 Unit 3 Performance descriptors ........................................................................46 Unit 4 Performance descriptors ........................................................................49 Externally-assessed Task .................................................................................53 Sample approaches to School-assessed Coursework .............................................54 Unit 3 ................................................................................................................54 Unit 4 ................................................................................................................56 Further Resources ....................................................................................................59 Examination ......................................................................................................59 Publications ......................................................................................................60

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Introduction The VCE Music Assessment Handbook 2011–2016 contains assessment information for both school-based assessment and the examinations in Music and advice for teachers on how to construct assessment tasks. Advice on matters related to the administration of VCE assessment is published annually in the VCE and VCAL Administrative Handbook. Updates to matters related to the administration of VCE assessment are published in the VCAA Bulletin VCE, VCAL and VET. Teachers must refer to these publications for current advice.

Units 1 and 2 In Music the student’s level of achievement in Units 1 and 2 is a matter for school decision. Assessment of levels of achievement for these units will not be reported to the Victorian Curriculum and Assessment Authority (VCAA). Schools may choose to report levels of achievement using grades, descriptive statements or other indicators.

Units 3 and 4 The VCAA will supervise the assessment of all students undertaking Units 3 and 4. In Music Performance the student’s level of achievement will be determined by Schoolassessed Coursework, an end-of-year performance examination and an end-of-year aural and written examination. The VCAA will report the student’s level of performance on each of three Graded Assessment components: Units 3 and 4 School-assessed Coursework, the Performance examination and the end-of-year aural and written examination as a grade from A+ to E or UG (ungraded). In Music Investigation the student’s level of achievement will be determined by Schoolassessed Coursework, and an end-of-year examination. The VCAA will report the student’s level of performance on each of three Graded Assessment components: Unit 3 School-assessed Coursework, Unit 4 School-assessed Coursework and the end-ofyear performance examination as a grade from A+ to E or UG (ungraded). In Music Style and Composition the student’s level of achievement will be determined by School-assessed Coursework, an Externally-assessed Task and an end-of-year examination. The VCAA will report the student’s level of performance on each of three Graded Assessment components: Units 3 and 4 School-assessed Coursework, the Externally-assessed Task and the end-of-year aural and written examination as a grade from A+ to E or UG (ungraded). This assessment handbook is published in online format only and provides advice specifically for Units 3 and 4. Updates to the online assessment handbook are published in the VCAA Bulletin VCE, VCAL and VET. Teachers are advised that there may be minor errors in the contents page due to software version differences.

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Assessment VCE assessment principles Assessment is an integral part of teaching and learning that, at the senior secondary level: 

identifies opportunities for further learning

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describes student achievement

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articulates and maintains standards

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provides the basis for the award of a certificate.

As part of VCE studies, assessment tasks enable: 

the demonstration of the achievement of an outcome or set of outcomes

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judgment and reporting of a level of achievement on a task or collection of tasks for School-assessed Coursework, School-assessed Tasks or examinations.

Monitoring the results of VCE assessment also provides feedback that informs curriculum implementation, assessment design and curriculum review. In each VCE study, teachers and schools determine the assessment tasks to be used at Units 1 and 2. In Units 3 and 4, specified assessment tasks are set. At the Units 3 and 4 level of a VCE study, School-assessed Coursework, Schoolassessed Tasks and examinations provide assessment results that are used in the calculation of a student’s study score. The following are the principles that underpin all VCE assessment practices.

VCE assessment will be valid This means that it will enable judgments to be made about demonstration of the outcomes and levels of achievement on assessment tasks fairly, in a balanced way and without adverse effects on the curriculum or for the education system. The overarching concept of validity is elaborated as follows. VCE assessment should be fair and reasonable Assessment should be acceptable to stakeholders – including students, schools, government and the community. The system for assessing the progress and achievement of students must be accessible, effective, equitable, reasonable and transparent.

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ASSESSMENT HANDBOOK 2011–2016

The curriculum content to be assessed must be explicitly described to teachers in each study design and related VCAA documents. Assessment instruments should not assess learning that is outside the scope of a study design. Each assessment instrument (for example, examination, assignment, test, project, practical, oral, performance, portfolio, presentation or observational schedule) should give students clear instructions. It should be administered under conditions (degree of supervision, access to resources, notice and duration) that are substantially the same for all students undertaking that assessment. Authentication and school moderation of assessment and the processes of external review and statistical moderation are to ensure that assessment results are fair and comparable across the student cohort for that study. VCE assessment should be equitable Assessment instruments should neither privilege nor disadvantage certain groups of students or exclude others on the basis of gender, culture, linguistic background, physical disability, socioeconomic status and geographical location. Assessment instruments should be designed so that, under the same or similar conditions, they provide consistent information about student performance. This may be the case when, for example, alternatives are offered at the same time for assessment of an outcome (which could be based on a choice of context) or at a different time due to a student’s absence. VCE assessment will be balanced The set of assessment instruments used in a VCE study will be designed to provide a range of opportunities for a student to demonstrate in different contexts and modes the knowledge, skills, understanding and capacities set out in the curriculum. This assessment will also provide the opportunity for students to demonstrate different levels of achievement specified by suitable criteria, descriptors, rubrics or marking schemes. Judgment about student level of achievement should be based on the results from a variety of practical and theoretical situations and contexts relevant to a study. Students may be required to respond in written, oral, performance, product, folio, multimedia or other suitable modes as applicable to the distinctive nature of a study or group of related studies. VCE assessment will be efficient The minimum number of assessments for teachers and assessors to make a robust judgment about each student’s progress and learning will be set out in the study design. Each assessment instrument must balance the demands of precision with those of efficiency. Assessment should not generate workload and/or stress that unduly diminish the performance of students under fair and reasonable circumstances.

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VCE Music

ASSESSMENT HANDBOOK 2011–2016

School-assessed Coursework School-assessed Coursework provides schools with the opportunity to make their own administrative arrangements for the internal assessment of their students. School-assessed Coursework also provides teachers with the opportunity to:  

select from the range of designated assessment tasks in the study design develop and administer their own assessment program for their students

  

monitor the progress and work of their students provide important feedback to the student gather information about the teaching program.

Students should know in advance how and when they are going to be assessed and the conditions under which they will be assessed. Assessment tasks should be part of the teaching and learning program. For each assessment task students should be provided with the:     

type of assessment task and approximate date for completion time allowed for the task allocation of marks nature of any materials they can utilise when completing the task opportunity to demonstrate the highest level of performance.

Following an assessment task:  

teachers can use the performance of their students to evaluate the teaching and learning program a topic may need to be carefully revised again prior to the end of the unit to ensure students fully understand the key knowledge and skills required in preparation for the examination.

Feedback provides students with important advice about which aspect or aspects of the key knowledge they need to learn and in which key skills they need more practice. Authentication Teachers should have in place strategies for ensuring that work submitted for assessment is the student’s own work. Where aspects of School-assessed Coursework tasks are completed outside class time teachers must monitor and record each student’s progress through to completion. This requires regular sightings of the work by the teacher and the keeping of records. The teacher may consider it appropriate to ask the student to demonstrate his/her understanding of the task at the time of submission of the work. If any part or all of the work cannot be authenticated, then the matter should be dealt with as a breach of rules. To reduce the possibility of authentication problems arising, or being difficult to resolve, the following strategies are useful: 

Ensure that a significant amount of classroom time is spent on the task so that the teacher is familiar with each student’s work and can regularly monitor and discuss aspects of the work with the student.

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ASSESSMENT HANDBOOK 2011–2016

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Ensure that students document the specific stages of the development of work, starting with an early part of the task such as topic choice, list of resources and/or preliminary research.

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Filing of copies of each students work at given stages in its development.

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Regular rotation of topics from year to year to ensure that students are unable to use student work from the previous year.

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Where there is more than one class of a particular study in the school, the VCAA expects the school to apply internal moderation/cross-marking procedures to ensure consistency of assessment between teachers. Teachers are advised to apply the same approach to authentication and record-keeping, as cross-marking sometimes reveals possible breaches of authentication. Early liaison on topics, and sharing of draft student work between teachers, enables earlier identification of possible authentication problems and the implementation of appropriate action.



Encourage students to acknowledge tutors, if they have them, and to discuss and show the work done with tutors. Ideally, liaison between the class teacher and the tutor can provide the maximum benefit for the student and ensure that the tutor is aware of the authentication requirements. Similar advice applies if students receive regular help from a family member.

Scope of tasks Assessment tasks must be a part of the regular teaching and learning program and must not unduly add to the workload associated with that program. They must be completed mainly in class and within a limited timeframe. Where optional assessment tasks are used, teachers must ensure that they are comparable in scope and demand. Teachers should select a variety of assessment tasks for their program to reflect the key knowledge and key skills being assessed and to provide for different learning styles.

Designing the assessment tasks Designing an assessment task is an important part of the teaching, learning and assessment process. The assessment task needs to provide the opportunity for all students to demonstrate the highest level of performance on the outcome. Teachers should design an assessment task that is representative of the content (key knowledge and skills underpinning the outcome). Performance descriptors for each outcome in Units 3 and 4 are provided to assist teachers in making a judgment about the student’s level of performance on the outcome. The following information presents one approach to developing an assessment task.

Making assessment part of teaching and learning Step 1: Define the parameters of an outcome and its related assessment task options This involves: 

Listing the key knowledge and skills that will be assessed by the outcome. These are stated in the study design but you may wish to reword them for student purposes.



Choosing the assessment task from the options listed in the study design. It is possible for students in the same class to undertake different options; however, teachers must ensure that the tasks are comparable in scope and demand.

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ASSESSMENT HANDBOOK 2011–2016

Step 2: Examine the assessment advice Examine the highest level of performance descriptors and clarify their meaning if you are unsure. Use the study design as your reference point. Remember the performance descriptors for each outcome identify the qualities or characteristics that you are looking for in a student response. This helps in the development of the task. It also helps clarify what needs to be taught as well as what needs to be included in the assessment task. It will assist students in understanding the expectations of the task. Step 3: Determine teaching and learning activities Identify the nature and sequence of teaching and learning activities to cover the key knowledge and skills outlined in the study design. It is important that a variety of learning opportunities are provided to cater for individual preferred learning styles. (Refer to the ‘Advice for teachers’ section of the study design for some specific examples of learning activities for each outcome.) Step 4: Design the assessment task   

Try to use a range of task types across Units 3 and 4. The information in the stimulus should be relevant to the task and assist students in their response. Check that the instructions are clear. Are they complete and unambiguous?

Conditions for the task  It is important that students know what is expected of them in an assessment task. This means providing students with advice about the outcome’s key knowledge and skills to be assessed. This allows students to understand during the teaching and learning stage what they are expected to know or do.  Students should be provided with the performance descriptors by which their response will be assessed.  Students should be advised about the conditions under which they will be expected to do the task.  Teachers can develop their own rules, consistent with school policies, about the material that can be brought into the room and the use of textbooks. Make sure that these rules are given to the students before the task is started and preferably in writing.  One method of authentication is to collect the work at the end of each period and keep it in an individual plastic folder or workbook. Points to consider When constructing a task you will need to consider the following:  Does the task enable students to demonstrate the highest possible performance level?  Will students select the form of the response or will you select the form that the whole class will use?  Will the task be completed in one lesson or over several lessons? If the task is going to run over several lessons will you divide the task into parts or collect students’ work at the end of each lesson? If your school has multiple Music classes and your task is designed to last several lessons will you slightly alter the task for each class?  Does the task allow you to easily identify the key aspects of the response to be assessed? ©VCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Music Assessment Advice and Further Resources Music Performance School-assessed Coursework Teachers will provide to the VCAA a score for Outcomes 2 and 3 in Unit 3 and Outcome 2 in Unit 4, which represents an assessment of the student’s achievement. The score must be based on the teacher’s assessment of the level of performance of each student on the outcomes for the unit specified in the study design. Teachers must select assessment tasks from the designated list for each outcome published in the study design. Assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. Assessment tasks should be completed mainly in class and within a limited timeframe. The overall assessment program for the unit should include a variety of assessment task formats, include provision for authentication of student work and take into account the overall workload for students. School-assessed Coursework for the outcomes in Unit 3 will contribute 20 per cent to the student’s study score for Music Performance. School-assessed Coursework for the outcomes in Unit 4 will contribute 10 per cent to the student’s study score for Music Performance.

Performance descriptors Performance descriptors provide holistic statements of achievement developed from the outcome statement and its key knowledge and key skills, as specified in the study design. They provide guidance for the setting and marking of assessment tasks.

Unit 3 Area of Study 2 Outcome 2 Demonstrate performance techniques, technical work and exercises, and describe their relevance to the performance of selected group and/or solo works, and present an unprepared performance. This outcome will contribute 10 marks out of 20 marks allocated to School-assessed Coursework for Unit 3. It will be assessed by one or more tasks, which will contribute a total of 10 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s.

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ASSESSMENT HANDBOOK 2011–2016

MARK RANGE

DESCRIPTOR: typical performance in each range

9–10 marks

A very broad range of solo and/or group performance techniques, technical work and technical exercises is presented in a highly proficient manner demonstrating a strongly developed sense of technical purpose and expressive/stylistic intent. An outstanding degree of melodic, rhythmic and/or harmonic accuracy is demonstrated in combination with a highly developed and sustained level of technical control, dexterity, fluency, security and coordination. Tempi are consistently appropriately selected and accurately maintained and/or expressively varied. A welldeveloped, clearly produced idiomatic tone quality is evident throughout and phrasing patterns, articulation patterns and dynamic levels are accurately applied, clearly delineated and artistically varied. Highly detailed, strongly substantiated and insightful description of how work/s support development of general instrumental technique and repertoire preparation. Unprepared material is presented fluently and in a highly competent and expressive manner.

7–8 marks

Presents a good range of solo and/or group performance techniques, technical work and technical exercises in a proficient manner demonstrating a sense of technical purpose and expressive/stylistic intent. Demonstrates a high degree of melodic, rhythmic and/or harmonic accuracy and a well-developed level of technical control, dexterity, fluency, security and coordination. Tempi are mostly appropriately selected and accurately sustained and/or expressively varied. A clearly produced idiomatic tone quality is evident throughout and phrasing patterns, articulation patterns and dynamic levels are mostly accurately applied, clearly delineated and artistically varied. A detailed and substantiated description of how work/s support development of general instrumental technique and repertoire preparation. Unprepared material is presented reasonably fluently and in a reasonably competent and expressive manner.

5–6 marks

Presents a moderate range of solo and/or group performance techniques, technical work and technical exercises in a generally proficient manner demonstrating some sense of technical purpose and/or expressive/ stylistic intent. Mostly demonstrates melodic, rhythmic and/or harmonic accuracy and some level of technical control, dexterity, fluency, security and/or coordination. Some tempi are appropriately selected and accurately sustained and/or expressively varied. A clearly produced idiomatic tone quality is evident and phrasing patterns, articulation patterns and/or dynamic levels are sometimes accurately applied and artistically varied. A generally satisfactory description of how work/s support development of general instrumental technique and repertoire preparation. Unprepared material is presented with some fluency and with some technical accuracy.

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VCE Music

ASSESSMENT HANDBOOK 2011–2016

3–4 marks

Presents a narrow range of solo and/or group performance techniques, technical work and technical exercises with generally limited proficiency. Demonstrates little sense of technical purpose and/or expressive/stylistic intent. Melodic, rhythmic and/or harmonic elements are performed with many inaccuracies and there is little technical control, dexterity, fluency, security and/or coordination. Tempi are generally inappropriately selected or not accurately sustained and/or artistically varied. Some evidence of characteristic tone quality and limited accuracy and artistry in application of phrasing patterns, articulation patterns and/or dynamic levels. Limited description of how work/s support development of general instrumental technique and repertoire preparation. Unprepared material is presented with little fluency and with minimal technical accuracy.

1–2 marks

Presents a very narrow range of solo and/or group performance techniques, technical work and technical exercises with limited proficiency. Demonstrates minimal sense of technical purpose and/or expressive/stylistic intent. Melodic, rhythmic and/or harmonic elements are performed with many inaccuracies and there is minimal technical control, dexterity, fluency, security and/or coordination. Tempi are inappropriately selected and are not sustained and/or artistically varied. Little evidence of characteristic tone quality and very limited accuracy and artistry in application of phrasing patterns, articulation patterns and/or dynamic levels. Very limited description of how work/s support development of general instrumental technique and repertoire preparation. Unprepared material is presented with very limited fluency and technical accuracy.

Task/s Description Using the instrument/s selected for Outcome 1 

A performance that demonstrates a variety of selected performance techniques, technical work and technical exercises relevant to both the student’s development as an instrumentalist and their preparation of works for Outcome 1.



A performance, of unprepared material, of sight reading or improvisation.

AND 

A description of ways in which the variety of selected performance techniques, technical work and technical exercises that were presented in performance support both the student’s development as an instrumentalist and their preparation of works for Outcome 1. The explanation may be presented in one or more of the following formats: – oral – multimedia – written.

Note: in the VCE Music study, ‘instrument’ includes voice.

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VCE Music

ASSESSMENT HANDBOOK 2011–2016

Components of the assessment task/s Teachers must develop assessment task/s that allow the student to:  demonstrate a variety of selected performance techniques, technical work, technical exercises and/or works with a technical focus relevant to the student’s general development as an instrumentalist and to the solo and/or ensemble context that they have selected  demonstrate a variety of selected performance techniques, technical work and technical exercises relevant to specific technical, expressive and/or stylistic challenges in solo and/or group works selected for Outcome 1    



demonstrate accuracy, control, fluency, flexibility, dexterity, security, coordination and, as appropriate, variation of idiomatic instrumental techniques demonstrate skills in the spontaneous performance of previously unprepared music describe ways in which the study of selected performance techniques, technical work and technical exercises support the student’s general development as an instrumentalist describe ways in which the study of selected performance techniques, technical work and technical exercises support the student’s ability to deal with specific technical, expressive and/or stylistic challenges presented by works selected for Outcome 1 demonstrate their highest possible level of performance.

Resources and scheduling Schools may determine the conditions for the task including access to resources and notes. Students should be advised of the timeline and conditions under which the task is to be conducted.

Unit 3 Area of Study 3 Outcome 3 Identify, recreate, notate and transcribe short excerpts of music and discuss the interpretation of expressive elements of music in pre-recorded works. This outcome will contribute 10 marks out of 20 marks allocated to School-assessed Coursework for Unit 3. It will be assessed by one task, which will contribute a total of 10 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. MARK RANGE

DESCRIPTOR: typical performance in each range

9–10 marks

A sophisticated level of aural, written and practical musicianship is demonstrated. A comprehensive knowledge of the structure of intervals, scale forms and chord types is evident as is a highly developed understanding of characteristics of diatonic harmonic progressions. A very high level of accuracy is evident in identification and transcription tasks with clear and unambiguous music notation. Fluent and accurate use of all relevant elements of music in the recreation and imitation of and/or improvisation on given material. Highly detailed and insightful discussion of ways in which expressive elements of music are interpreted.

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VCE Music

ASSESSMENT HANDBOOK 2011–2016

Accurate, articulate and appropriate use of music language and terminology. 7–8 marks

A high level of aural, written and practical musicianship is demonstrated. A generally good knowledge of the structure of intervals, scale forms and chord types is evident as is a good understanding of characteristics of diatonic harmonic progressions. A good level of accuracy is evident in identification and transcription tasks with clear and unambiguous music notation. Generally accurate and fluent use of all relevant elements of music in the recreation and imitation of and/or improvisation on given material. Detailed and cohesive discussion of ways in which expressive elements of music are interpreted. Generally accurate and appropriate use of music language and terminology.

5–6 marks

A satisfactory level of aural, written and practical musicianship is demonstrated. A satisfactory knowledge of the structure of intervals, scale forms and chord types is evident as is a satisfactory understanding of characteristics of diatonic harmonic progressions. A satisfactory level of accuracy is evident in identification and transcription tasks. Music notation is reasonably clear. Some accuracy and fluency is evident in use of relevant elements of music in the recreation and imitation of and/or improvisation on given material. Generally cohesive discussion of ways in which expressive elements of music are interpreted. Some appropriate use of music language and terminology.

3–4 marks

A limited level of aural, written and/or practical musicianship is demonstrated. Some knowledge of the structure of intervals, scale forms and chord types is evident and there is some understanding of characteristics of diatonic harmonic progressions. Limited accuracy is evident in identification and transcription tasks. Music notation generally lacks clarity. Limited accuracy is evident in the use of relevant elements of music in the recreation and imitation of and/or improvisation on given material. Limited discussion of ways in which expressive elements of music are interpreted. Limited use of music language and terminology.

1–2 marks

A very low level of aural, written and practical musicianship is demonstrated. Little knowledge of the structure of intervals, scale forms and chord types is evident and there is little understanding of characteristics of diatonic harmonic progressions. Very little accuracy is evident in identification and transcription tasks. Music notation lacks clarity. Very limited accuracy in the use of relevant elements of music in the recreation and imitation of and/or improvisation on given material. Discussion of ways in which expressive elements of music are interpreted is most limited and lacks cohesion. Very limited use of music language and terminology.

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VCE Music

ASSESSMENT HANDBOOK 2011–2016

Task/s Description A test that includes aural, written and practical components. Components of the assessment task/s Teachers must develop assessment task/s that allow the student to:   

demonstrate knowledge of the intervallic structure of scale and chord types demonstrate knowledge of naming conventions associated with intervals, chord types, diatonic harmony and rhythmic values use conventional music notation to notate music in treble and bass clefs

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demonstrate skills in the recognition, identification and transcription of intervals, scale types, chord types, melodic patterns, harmonic progressions, melodic tonality and rhythmic patterns

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demonstrate skills in the recreation (singing, humming and/or playing) of intervals, scale types, chord types, melodic patterns, melodic phrases and rhythmic patterns

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demonstrate skills in melodic and rhythmic improvisation discuss, in writing, interpretive decisions that are evident in pre-recorded performances by Australian performers of works created by Australian composers/songwriters demonstrate their highest possible level of performance.



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ASSESSMENT HANDBOOK 2011–2016

Unit 4 Area of Study 2 Outcome 2 Demonstrate performance techniques, and technical work and exercises and discuss their relevance to the performance of selected group and/or solo works and present an unprepared performance. This outcome will contribute 10 marks out of the 10 marks allocated to Schoolassessed Coursework for Unit 4. It will be assessed by one or more tasks, which will contribute a total of 10 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. MARK RANGE

DESCRIPTOR: typical performance in each range

9–10 marks

A very broad range of solo and/or group performance techniques, technical work and technical exercises is presented a highly proficient manner demonstrating a refined sense of technical purpose and expressive/stylistic intent. An outstanding degree of melodic, rhythmic and/or harmonic accuracy is demonstrated in combination with a highly developed and maintained level of technical control, dexterity, fluency, security and coordination. Tempi are consistently appropriately selected and accurately sustained and/or expressively varied. A well-developed, clearly produced idiomatic tone quality is evident throughout the performance and phrasing patterns, articulation patterns and dynamic levels are accurately applied, clearly delineated and artistically varied. A clearly articulated and strongly substantiated evaluation and discussion of how work/s is relevant to general instrumental technique and specific repertoire. Unprepared material is presented fluently and in a highly competent and expressive manner.

7–8 marks

A good range of solo and/or group performance techniques, technical work and technical exercises is presented in a generally proficient and refined manner demonstrating technical purpose and expressive/stylistic intent. A high degree of melodic, rhythmic and/or harmonic accuracy is demonstrated as is a well-developed level of technical control, dexterity, fluency, security and coordination. Tempi are mostly appropriately selected and accurately sustained and/or expressively varied. A clearly produced idiomatic tone quality is evident throughout the performance and phrasing patterns, articulation patterns and dynamic levels are mostly accurately applied, clearly delineated and artistically varied. A well articulated and generally substantiated evaluation and discussion of how work/s is relevant to general instrumental technique and specific repertoire. Unprepared material is presented reasonably fluently and in a reasonably competent and expressive manner.

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VCE Music

ASSESSMENT HANDBOOK 2011–2016

5–6 marks

A range of solo and/or group performance techniques, technical work and technical exercises is presented in a proficient but not always refined manner demonstrating some sense of technical purpose and/or expressive/stylistic intent. Melodic, rhythmic and/or harmonic accuracy is demonstrated at times as is some level of technical control, dexterity, fluency, security and/or coordination. Some tempi are appropriately selected and accurately, sustained and/or expressively varied. A clearly produced idiomatic tone quality is evident and phrasing patterns, articulation patterns and/or dynamic levels are sometimes accurately applied and artistically varied. A generally satisfactory evaluation and discussion with some substantiation of how work/s is relevant to general instrumental technique and specific repertoire. Unprepared material is presented with some fluency and some technical accuracy.

3–4 marks

A narrow range of solo and/or group performance techniques, technical work and technical exercises is presented with little proficiency. There is little sense of refinement, technical purpose and/or expressive/stylistic intent. Melodic, rhythmic and/or harmonic elements are performed with many inaccuracies and there is little technical control, dexterity, fluency, security and/or coordination. Tempi are generally inappropriately selected and are not usually sustained and/or expressively varied. Characteristic tone quality is not always evident and there is little attempt to accurately or artistically apply phrasing patterns, articulation patterns and/or dynamic levels. Minimal evaluation of ways in which this work is relevant to general instrumental technique and specific repertoire is evident. Evaluation and discussion has limited clarity, cohesion and substantiation Unprepared material is presented with little fluency and with minimal technical accuracy.

1–2 marks

A very narrow range of solo and/or group performance techniques, technical work and technical exercises is presented with limited proficiency. There is a minimal sense of technical purpose and/or expressive/stylistic intent. Melodic, rhythmic and/or harmonic elements are performed with many inaccuracies and there is minimal technical control, dexterity, fluency, security and/or coordination. Tempi are inappropriately selected and are not sustained and/or artistically varied. Minimal attempt is made to produce an idiomatic tone quality and there is little attempt to accurately or artistically apply phrasing patterns, articulation patterns and/or dynamic levels. A very limited evaluation and discussion with little substantiation of how work/s is relevant to general instrumental technique and specific repertoire. Unprepared material is presented without any fluency and with very minimal technical accuracy.

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ASSESSMENT HANDBOOK 2011–2016

Task/s Description Using the instrument/s selected for Outcome 1 



A performance, of unprepared material, of sight reading or improvisation.

AND 

Components of the assessment task/s Teachers must develop assessment task/s that allow the student to:  demonstrate a variety of selected performance techniques, technical work and technical exercises relevant to the student’s general development as an instrumentalist and to the solo and/or group context/s that they have selected  demonstrate a variety of selected performance techniques, technical work and technical exercises relevant to specific technical, expressive and/or stylistic challenges in solo and/or group works selected for Outcome 1    



demonstrate accuracy, control, fluency, flexibility, dexterity, security and coordination of idiomatic instrumental techniques demonstrate skills in the spontaneous performance of previously unprepared music discuss ways in which the study of selected performance techniques, technical work and technical exercises support the student’s general development as an instrumentalist discuss ways in which the study of selected performance techniques, technical work and technical exercises support the student’s ability to deal with specific technical, expressive and/or stylistic challenges presented by works selected for Outcome 1 demonstrate their highest possible level of performance.

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ASSESSMENT HANDBOOK 2011–2016

Sample approaches to School-assessed Coursework The following examples are one teacher’s approach to the development of assessment tasks using the study design and performance descriptors.

Music Performance Unit 3 Area of Study 2 Outcome 2 Demonstrate performance techniques, technical work and exercises, and describe their relevance to the performance of selected group and/or solo works, and present an unprepared performance. Step 1: Define the parameters of an outcome and its related assessment task options The VCE Music Study Design, pages 30–32, provides details of the key knowledge and skills related to Unit 3 Outcome 2 and the Area of Study: Performance technique. In order to plan and conduct an assessment for this outcome it is vital to be familiar with the key knowledge and skills. It should be noted that every point of key knowledge and every key skill does not need to be clearly identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills. The study design identifies a range of task formats that can be used to assess this outcome. Step 2: Examine the assessment advice The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that you are looking for in a student response. For example, there is a need in Outcome 2 for students to describe ways in which selected group and/or solo performance techniques, technical work and technical exercises supports development of both general instrumental technique and preparation of specific repertoire works. The performance techniques, technical work and exercises should, therefore, be selected following consideration of the:  group or solo context in which the student will be performing their end of year performance examination and/or the group or solo works they are performing to meet the requirements of Outcome 1  technical, expressive and/or stylistic requirements of selected group and/or solo works being prepared for performance  developmental stage of the student as an instrumentalist/vocalist  need to present the majority of this work on the student’s main instrument  need for students who are focusing on performance as a member of a group and students who work with an accompanist or backing tracks to perform solo works to develop individual technique/s and to be able to realise this technique/s when performing with other musicians and/or a backing track. Material selected for study may be drawn from a range of sources including material developed by a student or a teacher to address specific technical, expressive and/or stylistic challenges associated with the selected group and/or solo works.

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ASSESSMENT HANDBOOK 2011–2016

For students who have selected a group context for the end-of-year performance examination a possible program might include:  a range of material that demonstrates individual performance techniques, technical work and exercises that enhance the student’s general instrumental technique, as well as their ability to meet the technical, expressive and/or stylistic demands of their individual part within a group  a range of material that demonstrates performance techniques (individual and group), technical work and exercises that enhance the group’s ability to meet the technical, expressive and/or stylistic demands of the selected repertoire and of the acoustic space for performance  material for unprepared performance – sight-reading or improvisation. For students who have selected a solo context for the end-of-year performance examination a possible programme might include:  a range of material that demonstrates individual performance techniques, technical work and exercises that enhance the student’s general instrumental technique as well as their ability to meet the technical, expressive and/or stylistic demands of selected repertoire  a range of material that demonstrates performance techniques, technical work and exercises that enhance the student’s ability to work with an accompanist in order to meet the technical, expressive and/or stylistic demands of the selected repertoire and of the acoustic space for performance  material for unprepared performance – sight-reading or improvisation. The duration of this assessment task will vary according to the length of selected material and could be in the range of 11–17 minutes. The duration of the task will be dependent on:  the context of the material presented (group, solo, group and solo)  the duration of specific components of the program, for example a study or work with a technical focus  the duration of the explanation of the links between the study of this material and ways in which it enhances the student’s general instrumental technique and/or their ability to meet the technical, expressive and/or stylistic challenges presented by the selected group and/or solo works  time allocated for silent reading and/or non-playing time at the commencement of the unprepared performance assessment to allow students time to familiarise themselves with the material they are to perform. Step 3: Determine teaching and learning activities The assessment task for Unit 3 Outcome 2 is: a performance of selected group and/or solo performance techniques, technical work and exercises. Based on a thorough understanding of the key knowledge, key skills, assessment advice and performance descriptors, the teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills and enable the student to develop, and perform, a varied programme of performance techniques, technical work and exercises.

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ASSESSMENT HANDBOOK 2011–2016

Teaching the pre-task knowledge and skills Use the key knowledge and skills to be learnt in Unit 3 Outcome 2 and ensure the student:  identifies specific aspects of their general instrumental technique that require development in order to enable them to perform selected group and/or solo works with accuracy, control, fluency, flexibility, dexterity, security, coordination and with appropriate tone  identifies specific technical, expressive and/or stylistic challenges in selected group and/ or solo works  identifies specific practical, technical, expressive and/or stylistic challenges associated with preparing and presenting group performances  identifies specific aspects of their ability to present public performances that need to be addressed in order to achieve improved outcomes  selects a range of technical material and performance enhancing techniques that are chosen specifically to address the technical, expressive and/or stylistic challenges that have been identified and to improve performance outcomes in group and/or solo contexts  develops, and implements, a practice plan that assists them to effectively use the available time to systematically improve their command of the technical, expressive and/or stylistic challenges that have been identified and to improve performance outcomes in group and/or solo contexts  systematically develop skills in aspects of unprepared performance. Where possible, students should be involved in the process of selecting appropriate material for performance through analysis of works selected for performance and/or other works in similar styles and characters. In Unit 3 Outcome 2, teaching and learning activities could involve: 

analysis and documentation of the student’s developmental stage as an instrumentalist/vocalist

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listening to recorded and/or live performances of selected works by other performers

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score analysis focusing on use of selected elements of music such as melodic patterns, rhythmic patterns, harmonic progressions, textural issues, phrasing, articulation, structure, dynamic shaping, balance and blend of different music parts/lines

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experimenting with ways of interpreting aspects of the selected works and identifying technical, expressive and/or stylistic challenges associated with each approach

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formulating a statement of expressive intent for each selected group/and or solo work and identifying technical, expressive and/or stylistic challenges associated with each approach

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research into a variety of instrumental method books to identify material relevant to specific techniques

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research into approaches to group rehearsal methods

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experimenting with, and evaluating, various individual and ensemble performance/ rehearsal techniques and strategies

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experiencing, and evaluating, the effects on performance of a variety of acoustic spaces

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research into methods designed to enhance general performance ability

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composing/creating technical exercises designed to address specifically identified technical, expressive and/or stylistic challenges presented by selected group and/or solo works

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making a critical response to work/s selected for performance focusing on the style, character and expressive qualities of the work

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research about the style of selected work/s

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use of practice routines that gradually and systematically introduce more advanced technical challenges (e.g. tempi) and/or more sophisticated expressive elements (e.g. phrasing and/or articulation patterns) to performance of repertoire.

Step 4: Design the assessment task The task must be designed so that each student has the opportunity to demonstrate the highest level of performance. Students should be provided with clear and comprehensive information about the requirements of the assessment task at the beginning of Unit 3. This information should include a detailed description of each part of the task and instructions about the date, time, venue, time allocation/duration, available equipment and the assessment process, for example number of assessors, performance descriptors and/or marking guide that will be used. Students should be given advice as to the expected range of material that should be presented. All material should be selected well in advance of the assessment task so that the student is able to adequately prepare the material. Ideally, this will be done at the same time as works are being selected for Outcome 1. Details regarding tempi, articulations, bowing patterns, fingering patterns, dynamic levels, key, and for work to be performed as a group details regarding the role of each student within the exercise or technical demonstration should also be agreed upon at this time by the student/s, instrumental teacher and/or classroom teacher. These details should be recorded when the material is selected and a copy given to the student, the instrumental teacher and/or the classroom teacher. Students should also be given advice about the expected format and length of their description, ways in which the selected performance techniques, technical work and exercises support their general development as an instrumentalist and their preparation of works for Outcome 1. Possible formats include commentary during the performance task and/or a separate score-annotation, written or multimedia task. Students should have a clear understanding of how the performance descriptors will be applied to their presentation and of the marking guide that will be used. The assessment task might be undertaken: 

during a single session

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one performance session and another session for describing relationship between material presented and works being prepared for performance

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over a number of sessions, for example: 

session 1: performance of unprepared material

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session 2: performance and description of individual technical work and exercises

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session 3: performance of ensemble technical work and exercises.

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Other considerations When to assess the students The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations including:   

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the estimated time it will take to cover the key knowledge and skills for the outcome, for example to complete a series of workshops focusing on specific aspects of technical development and approaches to unprepared performance allowing students an extended period of time to practice selected material and achieve the aims of the task at the highest possible level the number of students in the class. Note: to achieve equity across the assessments, at least one person on the assessment panel should be involved in assessment for each student. For example, the same classroom music teacher might assess all students but each student’s instrumental teacher would be the other member of the assessment panel. when tasks are being conducted in other subjects and the workload implications for students.

The task should be provided at the end of Unit 3, around weeks 7 or 8 of Term 2. The exact date and time can be decided in consultation with students, the VCE coordinator/s and other key staff including instrumental music teachers. Marking the task The task should provide students with requirements that relate directly to the key knowledge and skills and it should provide students with the opportunity to meet the standard reflected in the highest performance descriptor for the task. This task is worth 10 marks towards the total marks allocated to School-assessed Coursework for Unit 3. A possible breakdown of marks could be: Demonstration of selected performance techniques, technical work and exercises.

6 marks

Description of links between technical work and performance of selected repertoire.

2 marks

Performance of unprepared material.

2 marks

Outcome 3 Identify, re-create, notate and transcribe short excerpts of music, and discuss the interpretation of expressive elements of music in pre-recorded works. Step 1: Define the parameters of an outcome and its related assessment task options The VCE Music Study Design, pages 32–35, provides details of the key knowledge and skills related to Unit 3 Outcome 3 and the Area of Study: Musicianship. In order to plan and conduct an assessment for this outcome it is vital to be familiar with the key knowledge and skills. It should be noted that every point of key knowledge and every key skill does not need to be clearly identifiable in the task, nor should the task focus on too narrow a range of key knowledge and skills. ©VCAA November 2014

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The study design identifies the task format that can be used to assess this outcome. Teachers should be familiar with the essential characteristics of each task type and the implications of these for task design and conduct of assessment. Step 2: Examine the assessment advice The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that you are looking for in a student response. For example, there is a need in Outcome 3 for students to demonstrate a sophisticated level of musicianship across aural, written and practical components. The aural, written and practical components should, therefore, be selected following consideration of the:  developmental stage of the student in terms of their level of theoretical knowledge, aural comprehension skill, practical skills and analytical ability  need to achieve a high degree of accuracy across the range of theoretical and aural comprehension tasks as described in the key knowledge and key skills  need to develop aural analysis skills that can assist in the identification and discussion of the interpretation of expressive elements of music as are evident in a variety of pre-recorded works. Step 3: Determining teaching and learning activities The assessment task for Unit 3 Outcome 3 is a test that includes aural, written and practical components. Based on a thorough understanding of the key knowledge, key skills, assessment advice and performance descriptors, the teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills. It is vital that a range of learning opportunities is provided in order to cater for individual preferred learning styles. Teaching the pre-task knowledge and skills Use the key knowledge and skills to be learnt in Unit 3 Outcome 3 and ensure the student:  understands the theoretical principals related to relevant aspects of key quality, scale construction, interval nomenclature, triad and 7th chord construction, diatonic harmony, simple/compound meter and rhythmic values  practises their ability to identify, aurally and in writing, relevant aspects of pitch patterns (i.e. scales, intervals and melody), harmonic patterns (triads, 7th chords and root position chord progressions), and rhythmic patterns (simple and compound meter)  practises their ability to write music, clearly and accurately, using conventional notation in treble and bass clef  explores methods of identifying and discussing ways in which expressive elements of music are interpreted to achieve expressive outcomes in performance. This task involves a test of the student’s knowledge of relevant music theory, their ability to identify, recognise, notate and transcribe short music excerpts, their ability to re-create short sections of music by singing, humming and/or playing, and their ability to analyse and discuss ways in which Australian performers have interpreted work/s by Australian composer/s and songwriter/s.

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In Unit 3 Outcome 3, teaching and learning activities could involve: 

using a system to sing scales, isolated intervals, melodic patterns, triads, 7th chords and harmonic progressions

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using a process to imitate short melodic and/or rhythmic patterns

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using a process to improvise on short melodic and/or rhythmic patterns

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performing a variety of one/two/three/four part sight singing exercises

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performing a variety of one/two/three/four part rhythmic exercises

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performing a variety of chorales

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analysing, transcribing and singing a variety of melodic, harmonic and or rhythmic patterns contained within group and/or solo works selected for performance

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analysing, transcribing and performing a variety of melodic, harmonic and or rhythmic patterns contained in pre-recorded works by Australian performers

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composing/creating short melodic, harmonic and/or rhythmic exercises

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listening to a wide variety of recordings of Australian works by Australian performers and comparing ways in which expressive elements of music are interpreted differently

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making critical responses to recordings of Australian works by Australian performers focusing on the style, character and expressive qualities of the work

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experimenting with ways of interpreting expressive elements of music in group and/or solo works.

Step 4: Design the assessment task The task should be designed in such a way as to enable students to achieve to the highest level. Students need to be clearly informed about the requirements and conduct of the task well in advance. Instructions to students about the conduct of the assessment task should clearly describe the date, time, venue, duration, and assessment criteria (including the weighting given to different criterion). Students should also be given advice as to the expected format of the various questions types as well as to the recommended time that they should spend on each question type. The assessment task might be undertaken: 

during a single session

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over a number of sessions, for example: 

session 1: aural and written component

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session 2: practical component.

Other considerations When to assess the students The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations including:

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ASSESSMENT HANDBOOK 2011–2016

the estimated time it will take to cover the key knowledge and skills for the outcome the possible need to provide a practice, indicative task the likely length of time required for students to complete the task when tasks are being conducted in other subjects and the workload implications for students.

The task could be undertaken towards the end of Unit 3; however, if it was undertaken over a number of sessions, parts of the task might occur earlier in the unit. The task might only require one or two 50-minute sessions (if two sessions, then perhaps a double period) and the exact date and time can be decided in consultation with students, the VCE coordinator/s and other key staff. Marking the task The performance descriptors can be adapted into a marking scheme, which should be explained to students before starting the task. The theory, aural and practical components of the test should offer questions that relate directly to the key knowledge and skills and provides the opportunity to meet the standard reflected in the highest performance descriptor for the task. This task is worth 10 marks towards the total marks allocated to School-assessed Coursework for Unit 4. A possible breakdown of marks could be: Demonstration of relevant theoretical knowledge.

3 marks

Demonstration of relevant aural comprehension skills.

3 marks

Demonstration of practical skills associated with aural comprehension.

2 marks

Discussion of interpretation of expressive elements of music.

2 marks

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ASSESSMENT HANDBOOK 2011–2016

Music Investigation School-assessed Coursework Teachers will provide to the VCAA a score for Outcomes 1 and 3 in Unit 3 and Outcomes 2 and 3 in Unit 4, which represents an assessment of the student’s achievement. The score must be based on the teacher’s assessment of the level of performance of each student on the outcomes for the unit specified in the study design. Teachers must select assessment tasks from the designated list for each outcome published in the study design. Assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. Assessment tasks should be completed mainly in class and within a limited timeframe. The overall assessment program for the unit should include a variety of assessment task formats, include provision for authentication of student work and take into account the overall workload for students. School-assessed Coursework for the outcomes in Unit 3 will contribute 25 per cent to the student’s study score for Music Investigation. School-assessed Coursework for the outcomes in Unit 4 will contribute 25 per cent to the student’s study score for Music Investigation.

Unit 3 Area of Study 1 Outcome 1 Demonstrate understanding of performance practices, context/s and influences on music works. This outcome will contribute 60 marks out of 75 marks allocated to School-assessed Coursework for Unit 3. It will be assessed by one or more tasks, which will contribute a total of 60 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. MARK RANGE

DESCRIPTOR: typical performance in each range

49-60 marks

An informed and perceptive description of the Focus Area. Highly detailed analysis of selected works demonstrates sophisticated understanding of pertinent characteristics of the music enhanced by a wide range of highly relevant music examples and insightful annotations. Very well chosen contextual information insightfully highlights specific, relevant influences and their impact on the Focus Area, selected works and associated performance conventions and practices. Provides an articulate, considered and critical discussion of the impact of these influences and the application of relevant performance practices and conventions in performance of works. A sophisticated and articulate use of highly relevant music terminology and language.

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37-48 marks

A clear and concise description of the Focus Area. Detailed analysis of selected works shows strong understanding of relevant characteristics of the music supported by a range of appropriate music examples and clearly articulated annotations. Carefully chosen contextual information highlights and describes specific influences and their impact on the Focus Area, selected works and associated performance conventions and practices. Provides an informed discussion of the impact of these influences and the application of some performance practices and conventions in performance of works. A detailed use of appropriate music terminology and language.

25-36 marks

A generally clear description of the Focus Area. Analysis of selected works demonstrates general understanding of some relevant characteristics of the music supported by a range of generally appropriate music examples and generally relevant annotations. Appropriately chosen contextual information discusses generally relevant influences and their impact on the Focus Area, selected works and some associated performance conventions and practices. Provides some discussion of the impact of some of these influences and the application of performance practices and conventions in performance of works. Generally clear and appropriate music terminology and language is used.

13-24 marks

A limited description of the Focus Area. Analysis of selected works shows some understanding of a limited range of characteristics of the music referenced by a limited range of music examples and annotations with limited detail and/or relevance. Some contextual information discusses a limited range of influences and their impact on the Focus Area, selected works and associated performance conventions and/or practices. Range and appropriateness of music terminology and language is limited.

1–12 marks

Very limited description of the Focus Area. Analysis of selected works shows minimal understanding of a very limited range of characteristics of the music. Music examples and annotations show very limited relevance and detail. Contextual information demonstrates very limited understanding of influences and their impact on the Focus Area, selected works or associated performance conventions and/or practices. Very limited use of relevant music terminology and language.

Task/s Description Present a report that discusses characteristics, techniques and performance practices of works representative of a Focus Area. The report should define the Focus Area and include:  analysis of a sample of works  audio/video excerpts to support analysis  discussion of characteristics and practices and other issues that influence interpretation of works.

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ASSESSMENT HANDBOOK 2011–2016

The report may be presented in one of the following formats:  performance and commentary  multimedia  written  a combination of the formats listed above. Components of the assessment task/s Teachers must develop assessment task/s that allow the student to:     

define and describe a Focus Area that outlines an Investigation relevant to a work selected from a Prescribed list communicate findings from research into characteristics of the music and performance practices relevant to interpretation of works that are representative of the Focus Area present analysis of works that are representative of the Focus Area that is supported by relevant audio/visual music examples discuss the context/s relevant to and influences on the Focus Area and representative works as well as issues that influence interpretation of works selected for performance demonstrate their highest possible level of achievement.

Unit 3 Area of Study 3 Outcome 3 Present a performance of music works that communicates understanding of the Focus Area. This outcome will contribute 15 marks out of 75 marks allocated to School-assessed Coursework for Unit 3. It will be assessed by one or more tasks, which will contribute a total of 15 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. MARK RANGE

DESCRIPTOR: typical performance in each range

13–15 marks

Insightful understanding of relationship between Focus Area and range and nature of material performed. Outstanding levels of accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity, idiomatic tone colour and variation of tone, artistic variation of expressive elements of music and use of relevant performance practices and conventions are evident. Relationship between impact of technical matters on shaping of works in performance and development of informed interpretations is articulated in a detailed and perceptive way.

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10–12 marks

Clear understanding of relationship between Focus Area and range and nature of material performed. Very high levels of accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity, idiomatic tone colour and variation of tone, artistic variation of expressive elements of music and use of generally relevant performance practices and/or conventions. Relationship between impact of technical matters on shaping of works in performance and development of informed interpretations is articulated in a detailed way.

7–9 marks

Mostly clear understanding of relationship between Focus Area and range and nature of material performed. Competent levels of accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity, idiomatic tone colour and variation of tone, artistic variation of expressive elements of music and use of some relevant performance practices and/or conventions. Relationship between impact of technical matters on shaping of works in performance and development of informed interpretations is articulated in a plausible way.

4–6 marks

Limited understanding of relationship between Focus Area and range and nature of material performed. Limited accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity, idiomatic tone colour and variation of tone, artistic variation of expressive elements of music and/or use of some relevant performance practices and/or conventions is evident throughout. Limited clarity and understanding of the relationship between impact of technical matters on shaping of works in performance and development of informed interpretations.

1–3 marks

Very limited understanding of relationship between Focus Area and range and nature of material performed. Very limited accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity, idiomatic tone colour and variation of tone, artistic variation of expressive elements of music and/or use of some relevant performance practices and/or conventions is demonstrated throughout. Very limited understanding of the relationship between impact of technical matters on shaping of works in performance and development of informed interpretations.

Task/s Description Performance of technical work and exercises relevant to the Focus Area and description of how this technical work is informing development of the performance program. Components of the assessment task/s Teachers must develop assessment task/s that allow the student to: 

select technical work, exercises and/or works with a technical focus that are appropriate to Focus Area and have strong connections between the student’s and/or group’s technical ability as a performer and the demands of selected repertoire

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ASSESSMENT HANDBOOK 2011–2016

demonstrate through performance and commentary, understanding of technical requirements relevant to interpretation and performance of works that are representative of the Focus Area demonstrate individual, group and/or ensemble (including accompaniment) performance techniques relevant to performing selected works with: – accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity – idiomatic tone qualities and variations of tone – use of relevant performance practices and conventions – shape and direction describe connection between specific techniques and stylistic characteristics, musical structures, textures and other elements of music as appropriate to selected Focus Area and performance program apply aural and theoretical knowledge relevant to performance of selected material demonstrate their highest possible level of achievement.

Unit 4 Area of Study 2 Outcome 2 Compose/improvise/arrange and perform a music work and discuss the use of music characteristics, instrumental techniques, performance techniques and conventions in the work. This outcome will contribute 60 marks out of 75 marks allocated to School-assessed Coursework for Unit 4. It will be assessed by one or more tasks, which will contribute a total of 60 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. MARK RANGE

DESCRIPTOR: typical performance in each range

49–60 marks

Sophisticated understanding of Focus Area through informed and perceptive use of elements of music and compositional devices in the work. Refined and well-rehearsed use of relevant instrumental and performance techniques and conventions to achieve idiomatic instrumental sound/s and communicate music ideas. Sophisticated consideration and resolution of issues relating to performer ability and performance space. Expert use of music language and relevant terminology to explain connections between the work and the Focus Area.

37–48 marks

Detailed understanding of Focus Area through informed use of elements of music and compositional devices in the work. Wellrehearsed use of relevant instrumental and performance techniques and conventions to achieve idiomatic instrumental sound/s and communicate music ideas. Good consideration and resolution of issues relating to performer ability and performance space. Competent use of music language and relevant

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terminology to explain connections between the work and the Focus Area. 25–36 marks

Satisfactory understanding of Focus Area through mostly wellinformed use of elements of music and compositional devices in the work. Generally well-rehearsed use of relevant instrumental and performance techniques and conventions to achieve idiomatic instrumental sound/s and communicate music ideas. Satisfactory consideration and resolution of most issues relating to performer ability and performance space. Generally competent use of music language and relevant terminology to explain connections between the work and the Focus Area.

13–24 marks

Limited understanding of Focus Area through some relevant use of elements of music and compositional devices in the work. Performance is under-rehearsed and lacks security and refinement. Limited use of instrumental and performance techniques and conventions to achieve idiomatic instrumental sound/s and communicate music ideas. Limited consideration and resolution of issues relating to performer ability and performance space. Limited use of music language and terminology to explain connections between the work and the Focus Area.

1–12 marks

Very limited understanding of the Focus Area through minimal use of elements of music and compositional devices in the work. Performance is under-rehearsed and demonstrates minimal refinement. Very limited application of instrumental and performance techniques and conventions leads to use of instrumental sound/s that are not idiomatic in the context of the Focus Area. Most issues relating to performer ability and performance space are not considered and/or are resolved in ways that lack relevance to the Focus Area. Very limited explanation of connections between the work and the Focus Area. Limited use of music language and terminology.

Task/s Description Present a composition, improvisation or arrangement of a music work that uses characteristics, performance techniques and other conventions relevant to the Focus Area. AND An explanation of how the work is representative of the Focus Area. The explanation may be in one or more of the following formats:  written  oral  multimedia. Components of the assessment task/s Teachers must develop assessment task/s that allow the student to: 

apply aural and theoretical knowledge to compose/improvise or arrange a work that is representative of the Focus Area

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craft a work that uses characteristics, performance techniques and other conventions relevant to the Focus Area use appropriate processes to create a score of the work and document thinking and working processes and performance intentions consider and resolve practical issues to achieve a work that can be performed by available personnel including the composer/improviser/arranger explain characteristics of the work in relation to the Focus Area demonstrate their highest possible level of achievement.

Unit 4 Area of Study 3 Outcome 3 Demonstrate artistic intent and understanding of the Focus Area in a cohesive and engaging performance of music works. This outcome will contribute 15 marks out of 75 marks allocated to School-assessed Coursework for Unit 4. It will be assessed by one task, which will contribute a total of 15 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. MARK RANGE

DESCRIPTOR: typical performance in each range

13–15 marks

Mature and highly refined technical ability characterises performance of all elements of music. Work is presented with certainty and features complete accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity, idiomatic tone colour and stylistically appropriate variation of tone and artistic variation of expressive elements of music. A broad range of relevant performance practices and conventions are used in ways that reflect comprehensive understanding of the Focus Area. Relationship between technical material selected for study and decisions relating to shaping, interpreting and presenting a performance program features extensive specialist knowledge, evaluation and reflection.

10–12 marks

Reliable and generally refined technical ability is evident in performance of all elements of music. Performance features high levels of accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity, idiomatic tone colour and variation of tone and artistic variation with generally stylistically appropriate application of expressive elements of music. A range of relevant performance practices and conventions are used in ways that reflect understanding of the Focus Area. Relationship between technical material selected for study and decisions relating to shaping, interpreting and/or presenting performance program features some specialist knowledge with detailed evidence of evaluation and reflection.

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7–9 marks

Reliable and generally refined technical ability is evident in performance of most elements of music. Performance is sometimes tentative with limited accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity and/or idiomatic tone colour and variation of tone. Generally stylistically relevant artistic variation of expressive elements of music and use of performance practices and conventions. Relationship between technical material selected for study and decisions relating to shaping, interpreting and/or presenting performance program includes some specialist knowledge and some evidence of evaluation and reflection.

4–6 marks

Limited reliability and refinement is evident in technical ability across performance of most elements of music. Performance is often tentative with limited accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity and/or idiomatic tone colour and variation of tone. Limited artistic variation of expressive elements of music and use of relevant performance practices and conventions. Limited use of specialist knowledge, reflection and/or evaluation is evident in rationale for decisions relating to shaping, interpreting and/or presenting performance program.

1–3 marks

Very limited reliability and refinement is evident in technical ability in performance of most elements of music. Performance is generally tentative with very limited accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity and/or idiomatic tone colour and variation of tone. Minimal artistic variation of expressive elements of music and performance practices and conventions are used. Rationale for decisions relating to shaping, interpreting and/or presenting performance is described with minimal specialist knowledge and little evidence of reflection and evaluation.

select technical work, exercises and/or works with a technical focus that develop, extend and refine student’s and/or group’s ability to demonstrate artistic intent and understanding of the Focus Area in a cohesive and engaging performance develop, refine and extend individual, group and/or ensemble (including accompaniment) performance techniques relevant to performing selected works with: – accuracy, control, fluency, flexibility, dexterity, security, coordination, clarity – idiomatic tone qualities and variations of tone – expressive shaping – an informed approach to interpretation – high levels of communication, interaction, cooperation and empathy with other musicians and an audience

©VCAA November 2014

VCE Music

 

ASSESSMENT HANDBOOK 2011–2016

develop, extend and refine technical skills to reflect knowledge of performance practices and conventions and sense of artistic balance across relevant influences reflect on and evaluate connection between specific techniques and stylistic characteristics, musical structures, textures and other elements of music as appropriate to selected Focus Area and presentation of a cohesive and engaging performance apply aural and theoretical knowledge relevant to performance and interpretation of selected works and technical material demonstrate their highest possible level of achievement.

©VCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Sample approaches to School-assessed Coursework The following examples are one teacher’s approach to the development of assessment tasks using the study design and performance descriptors.

Music Investigation Unit 3 Area of Study 1 Outcome 1 Demonstrate understanding of performance practices, context/s and influences on music works. Step 1: Define the parameters of an outcome and its related assessment task options The VCE Music Study Design, pages 82 and 83, provides details of the key knowledge and skills related to Unit 3 Outcome 1 and the Area of Study: Investigation. In order to plan and conduct an assessment for this outcome it is necessary to be familiar with the key knowledge and skills. The assessment task nominated by the study design is based on student research into performance practices, context/s and influences on music works relevant to the selected Focus Area. The task is to present a report that meets requirements outlined on page 86 of the study design. The research that students will draw on to complete the report begins with selection and definition of the Focus Area and closely aligns to work for Outcome 3, including selection of the performance program. Students need to be aware that the assessment task is the report which should be completed over a limited time; for example 100–120 minutes; not the research which will be undertaken across an extended time, for example weeks 1–15 of Unit 3. Step 2: Examine the assessment advice in Section 2 The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that should be displayed. Consideration should also be given to selecting an appropriate format for presentation of the report. The report must include analysis of a sample of works, audio/video excerpts to support analysis and discussion of characteristics and practices and other issues that influence interpretation of works. The nature of music examples to be included should be considered carefully when selecting the report format. Step 3: Determine teaching and learning activities The teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills and might choose to emphasise those that are most closely aligned to the requirements of the report itself. A series of preparatory response exercises could be set. These might introduce/revise/extend students to, for example:  approaches to aural and/or visual analysis  approaches to accessing resources for study and analysis of music works including ways of accessing and communicating with relevant practitioners

©VCAA November 2014

VCE Music

 

ASSESSMENT HANDBOOK 2011–2016

devising questions to guide research documenting findings relating to performance using a combination of words and examples from the music writing and/or speaking about music using relevant terminology and language.



Teaching the pre-task knowledge and skills    

 

Use the key knowledge and skills to be learnt in Unit 3 Outcome 1. Teach and/or revise with students an approach to analysis that is relevant to the selected Focus Area. Provide a series of exercises to develop/extend students skills in applying aural and theoretical knowledge in their analysis. Support students to collect or identify how they can access relevant resources including: – the music itself: recordings, score/s, sheet music and/or charts and transcriptions – expertise – practitioners, historical and/or contemporary commentaries, reviews, research. Ensure students are aware of the need to focus on analysis from the perspective of a performer. Enable students to explore and reflect on a number of different approaches to creating and presenting a report using one or more of the given formats.

In Unit 3 Outcome 1, teaching and learning activities could involve, but are not limited to: 

using key knowledge dot point 1 to establish an analysis chart for a sample of works that are representative of the Focus Area. Include aural and visual analysis, for example using recordings and scores, sheet-music and/or charts or transcriptions of: –

the work selected from a Prescribed list as the basis of the Focus Area

– –

a work/s from the proposed performance program a work/s that demonstrate characteristics of the Focus Area that are different to those demonstrated in the work from the Prescribed list



using a series of structured questions to structure discussion where students share their findings during a weekly masterclass



recording analysis in different formats and discussing advantages and disadvantages for each in relation to selected Focus Areas



organising a weekly listening/responding session in which students provide their own musical extracts as examples of specified element treatment or compositional device use



selecting one compositional device, for example contrast, and examining its use in a number of different excerpts across styles relevant to the Focus Area



building a list of compositional devices found in excerpts being analysed



providing exercises that require different response approaches, for example short-answer responses, prose discussions and/or diagrams



undertaking a listening survey of works that are representative of the Focus Area and note characteristics of these works that are also present in works in sample of works and using this initial analysis to create a map of each work showing analysis of influences relevant to remaining key knowledge dot points

©VCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016



establishing a glossary of relevant music terminology and language



finding examples to support each aspect of the analysis. For each determine how it could be presented in a report – through performance, embedding a link to a recording, using notation and/or including video excerpts of performance by self and/or others



preparing and present a short oral presentation supported by appropriate examples that explains the selected Focus Area and four or five essential characteristics.

Step 4: Design the assessment task The required assessment task is a report. Details of requirements are on page 86 of the study design. The instructions for the task should: 

refer to expected scope and content for each section of the report, for example number of work/s or sections of works to be analysed, number of music examples, an approximate word count (range) for discussion



indicate expectations regarding possible formats, for example, file types for audio/video examples, duration (range) of performance and commentary report.

Other considerations When to assess the students? The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations including:       

the estimated time it will take to cover the key knowledge and key skills for the outcome the need to provide teaching and learning activities that simulate the final task the possibility of using a cumulative learning model that builds knowledge, and ability to report on findings the possibility of more than one assessment session, for example, if all students in the class decide to present their report as performance/commentary the likely length of time required for students to complete the task when other assessment is occurring in this study, and how these may interact with concepts covered when tasks are being conducted in other subjects and the workload implications for students.

Marking the task There is no prescribed way of marking the task. The overall task should provide students with a range of response opportunities that directly relate to the key knowledge and key skills and provide the opportunity to meet the standard reflected in the highest performance descriptor for the task. This task is worth 60 marks towards the total marks allocated to School-assessed Coursework for Unit 3. A possible breakdown of marks could be:

©VCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Description of the Focus Area and way that works selected for analysis are representative of the Focus Area.  description and discussion, including examples, of treatment of elements of music in a sample of works that are representative of the Focus Area  description and discussion of idiomatic instrumental techniques and ways they applied works selected for analysis  description and discussion of influences that have had an impact on the Focus Area and works selected for analysis  description and discussion of performance practices and conventions and their application in performance of selected works.

30 marks

Use of appropriate music examples.

15 marks

Use of appropriate music language and terminology.

15 marks

Outcome 3 Present a performance of music works that communicates understanding of the Focus Area. Step 1: Define the parameters of an outcome and its related assessment task options The VCE Music Study Design, pages 84 and 85, provides details of the key knowledge and skills related to Unit 3 Outcome 3 and the Area of Study: Performance. In order to plan and conduct an assessment for this outcome it is necessary to be familiar with the key knowledge and skills. This assessment task focuses on demonstration of performance techniques required to perform technical, stylistic and expressive aspects of works being preparing for performance. Students are also required to describe how this work is informing development of the performance program. All work selected for study in preparation for this task should relate to the Focus Area, works selected for the performance program and/or the student’s general development as an instrumentalist. All students will complete individual work and, as appropriate to the selected performance context and/or instrument, work that is performed in a group or accompanied context. For example, a pianist who has elected to complete this outcome and the end-of-year performance examination as a soloist is most likely to complete all work individually whereas a guitarist who is performing as a member of a group is likely to complete some work as an individual (specific techniques used in the program) and other work in a group context (exercises relating to placing melodic line within the group texture or establishing and maintaining tempo).

©VCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Step 2: Examine the assessment advice in Section 2 The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that should be displayed. The range of material selected should: 

be based on analysis of technical, stylistic and expressive aspects of works selected for performance



develop aspects of the student’s overall skill as an instrumentalist necessary to ensure they are fully prepared to interpret and perform selected works using techniques and conventions relevant to the Focus Area.

Material selected for study may be drawn from a range of sources including material developed by a student or a teacher to address specific technical, expressive and/or stylistic challenges associated with the selected group and/or solo works. The duration of this assessment task will vary according to the length of selected material. Step 3: Determine teaching and learning activities The assessment task option for Unit 3 Outcome 3 is technical work and exercises relevant to the Focus Area and description of how this technical work is informing development of the performance program. Based on a thorough understanding of the key knowledge, key skills, assessment advice and performance descriptors, the teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills and enable the student to develop, and perform, a varied programme of technical work and exercises The teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills, for example: 

aural and/or visual analysis of works being prepared for study to identify relevant performance techniques and associated technical, stylistic and/or expressive aspects of each work being prepared for performance



investigation of approaches to technical development used by other performers of selected works.

Teaching the pre-task knowledge and skills Use the key knowledge and skills to be learnt in Unit 4 Outcome 3 and ensure the student:  uses analysis and planning strategies to select a range of material for study  develops a practice plan and, as appropriate, a rehearsal schedule with other members of the group or accompanist/s  sources required sheet music, charts and/or recordings  draws on Outcome 1 Investigation to identify relevant performance techniques and other issues relevant to interpretation of works in performance program.

©VCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016

In Unit 3 Outcome 3, teaching and learning activities could involve, but are not limited to: 

creating a workbook of technical demands relevant to each work and analysing technical, stylistic and expressive issues



researching performance conventions relevant to specific techniques and identifying and/or creating exercises for developing relevant skills



identifying practise strategies and/or technical development strategies relevant to specific exercises and/or performance techniques



using audio and/or video recordings to identify specific challenges and/or to monitor progress in meeting challenges and/or analysing effectiveness of alternative practise strategies



identifying relevant articulation patterns and/or dynamic structures that can be practised through scales and arpeggios relevant to selected works



learning material from a method tutor or improvisation workbook relevant to the Focus Area



creating a journal of score annotations showing connections between exercises and characteristic treatment of elements of music or performance conventions in the Focus Area



presentation/s to the class explaining how one or two exercises relate to the Focus Area.

Step 4: Design the assessment task The required assessment task is a performance of technical work and exercises relevant to the focus area and a description of how this work is informing development of the performance program. Details of requirements are on page 86 of the study design. The instructions for the task should: 

refer to the scope of the task, for example, mention specific types of technical work and exercises such as scales, arpeggios, improvisation exercises, studies or works with technical focus, exercises relating to specific elements of music and/or performance techniques relevant to the Focus Area



indicate the timeframe for the assessment and the number of sessions, for example a performance of 5–7 minutes and an oral explanation of 1–2 minutes in a single session.

Other considerations When to assess the students? The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations including:    

the estimated time it will take to cover the key knowledge and key skills for the outcome allowing adequate time for students to develop specific technical, stylistic and expressive performance techniques to the highest possible level when other assessment is occurring in this study, and how these may interact with concepts covered when tasks are being conducted in other subjects and the workload implications for students.

©VCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Marking the task There is no prescribed way of marking the task. The overall task should provide students with a range response opportunities that directly relate to the key knowledge and key skills, that is through development of a program of technical work relevant to their performance program and Focus Area and provide the opportunity to meet the standard reflected in the highest performance descriptor for the task. This task is worth 15 marks towards the total marks allocated to School-assessed Coursework for Unit 3. A possible breakdown of marks could be: Performance of technical work and exercises relevant to the Focus Area including:  material relevant to specific elements of music  material relevant to specific performance conventions  material directly connected to performance of technical, stylistic and/or expressive aspects of each work in the performance program.

Explanation of how selected technical work is informing development of the performance program.

©VCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Unit 4 Area of Study 2 Outcome 2 Compose/improvise/arrange and perform a music work and discuss the use of music characteristics, instrumental techniques, performance techniques and conventions in the work. Step 1: Define the parameters of an outcome and its related assessment task options The VCE Music Study Design, page 90, provides details of the key knowledge and skills related to Unit 4 Outcome 2 and the Area of Study: Composition/improvisation/arrangement. In order to plan and conduct an assessment for this outcome it is necessary to be familiar with the key knowledge and skills. Requirements for this task are outlined on page 93 of the study design. The three components of the task are: 

a composition or an improvisation or an arrangement



a performance of that work



an explanation of how the work is representative of the Focus Area.

The first component of the task, the composition, improvisation or arrangement will be completed over an extended period. As this task will require work undertaken outside class time, teachers should take particular note of advice regarding authentication outlined in Section 1 of this handbook and the VCE, VET and VCAL Administrative Handbook. The creator of the work must perform the work to complete the requirements of the assessment task. As required, other performers may be students or other musicians. Advice regarding this as well as information about date, time and venue for the performance should be provided in the instructions for the task. The explanation of how the work is representative of the Focus Area may be in one or more of the following formats:  written  oral  multimedia. Preparation of this component of the task should be completed in class time and within a limited time period. Step 2: Examine the assessment advice in Section 2 The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that should be displayed. Consideration should also be given to selecting an appropriate format for the work and the format of the explanation. Note that the explanation must refer to characteristics of the work, performance techniques and other conventions relevant to the Focus Area. Step 3: Determine teaching and learning activities The teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills and might choose to organise these around the three components of the task. For example:

©VCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Composition, improvisation or arrangement  exploring and selecting an appropriate creative process  reviewing aural and visual analysis from Unit 3 Outcome 1 and exercises completed for Unit 3 Outcome 2 to identify aural and theoretical concepts that underpin treatment of elements of music in works that are characteristic of the Focus Area  planning a composition/improvisation/arrangement process Performance  planning rehearsals to prepare the work for performance  planning the presentation of the work in performance Explanation  selecting an appropriate format, establishing and maintaining a journal to record the creative process, decisions made and reflection/evaluation of the work during composition and preparation for performance. Teaching the pre-task knowledge and skills  

Use the key knowledge and skills to be learnt in Unit 4 Outcome 2. Establish a framework for students to complete all elements of the task in a way that is appropriate to their Focus Area, the mode they have chosen for their work and the format they intend to use for the explanation. For example, each student could have a work-plan that will support them to complete the task in the available time.

In Unit 4 Outcome 3, teaching and learning activities could involve, but are not limited to: 

writing a creative intention for the work and linking to Investigation undertaken for Unit 3 Outcome 1



holding a weekly creative workshop where students present and comment on work completed. The workshop could be built around weekly topics, for example: – treatment of specific elements of music –

discussion about practical factors that are influencing each student’s work

–

approaches to rehearsing and refining a new work



analysing exercises completed for Unit 3 Outcome 2 and evaluating how ideas could contribute to intended work



establishing a glossary of relevant music terminology and language



using a composer’s journal to document thinking and working during composition, improvisation or arrangement process, for example documenting relevant practical factors and how each will be resolved to ensure that performance techniques and conventions relevant to the Focus Area can be executed with appropriate attention to technical, stylistic and expressive details by selected performers



using a mind-mapping tool to plan rehearsals for the work and the performance. Details of approach to rehearsing specific aspects of the work could be included as well as details regarding time and place



using structured questions to obtain feedback about the characteristics of the work, for example from teachers, other students, other musicians with expertise in the Focus Area.

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Step 4: Design the assessment task The required assessment task requires the student to create a music work, perform the work and explain its connection to the Focus Area. Details of requirements are on page 93 of the study design. The instructions for the task should include details regarding expected scope and/or duration of the work, available resources, date/time/place information for the performance and, for the explanation, details of when and how this part of the task will be completed, for example a response to a stimulus question completed over two one-hour sessions and information about resources the student may use when completing the task.

the estimated time it will take to cover the key knowledge and key skills for the outcome the need to provide teaching and learning activities relevant to each component of the assessment task the possibility of more than one assessment session the likely length of time required for students to complete the task when other assessment is occurring in this study, and how these may interact with concepts covered when tasks are being conducted in other subjects and the workload implications for students.

Resolution of practical factors to ensure that performance techniques and conventions relevant to the Focus Area are employed appropriately in performance.

Presentation of a performance of the work that uses relevant performance techniques and conventions.

An explanation of connections between the work and the Focus Area that discusses use of relevant music characteristics, instrumental techniques and performance techniques.

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Music Style and Composition School-assessed Coursework Teachers will provide to the VCAA a score for Outcomes 1 and 2 in each of Units 3 and 4, which represents an assessment of the student’s achievement. The score must be based on the teacher’s assessment of the level of performance of each student on the outcomes for the unit specified in the study design. Teachers must select assessment tasks from the designated list for each outcome published in the study design. Assessment tasks should be a part of the regular teaching and learning program and should not add unduly to student workload. Assessment tasks should be completed mainly in class and within a limited timeframe. The overall assessment program for the unit should include a variety of assessment task formats, include provision for authentication of student work and take into account the overall workload for students. School-assessed Coursework for the outcomes in Unit 3 will contribute 15 per cent to the student’s study score for Music Style and Composition. School-assessed Coursework for the outcomes in Unit 4 will contribute 15 per cent to the student’s study score for Music Style and Composition.

Unit 3 Area of Study 1 Outcome 1 Aurally analyse music and make critical responses to music. This outcome will contribute 15 marks out of 30 marks allocated to School-assessed Coursework for Unit 3. It will be assessed by one or more tasks, which will contribute a total of 15 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. MARK RANGE

DESCRIPTOR: typical performance in each range

13–15 marks

Accurate and comprehensive analysis of the musical excerpts that includes highly sophisticated discussion of the treatment of the elements of music and the use of relevant compositional devices. Highly developed and articulate justification of critical responses to music by using objective analytical information evident in the excerpts. Highly sophisticated use of appropriate music terminology and language to support the analysis and discussion of the music excerpts.

VCE Music

ASSESSMENT HANDBOOK 2011–2016

10–12 marks

Accurate and detailed analysis of the musical excerpts that includes sophisticated discussion of the treatment of the elements of music and the use of relevant compositional devices. Coherent justification of critical responses to music by using objective analytical information evident in the excerpts. Sophisticated use of appropriate music terminology and language to support the analysis and discussion of the music excerpts.

7–9 marks

Detailed analysis of the musical excerpts that includes some detailed discussion of the treatment of the elements of music and the use of relevant compositional devices. Some relevant justification of critical responses to music by using objective analytical information evident in the excerpts. Satisfactory use of appropriate music terminology and language to support the analysis and discussion of the music excerpts.

4–6 marks

General analysis of the musical excerpts that includes some relevant discussion of the treatment of the elements of music and the use of compositional devices. Some justification of critical responses to music by using objective analytical information evident in the excerpts. Some use of appropriate music terminology and language to support the analysis and discussion of the music excerpts.

1–3 marks

Some analysis of the musical excerpts that has limited relevant discussion of the treatment of the elements of music and the use of compositional devices. Some justification of critical responses to music by using some analytical information evident in the excerpts. Limited use of appropriate music terminology and language.

Task/s Description Aural analysis of and written critical responses to four previously unheard excerpts of music in any one or a combination of the following formats: 

a test



responses to structured questions.

Components of the assessment task/s Teachers must develop assessment task/s that allow the student to:  aurally analyse music in excerpts from a range of music styles  describe and discuss the treatment of relevant elements of music and the use of compositional devices, including contrast, repetition and variation  justify critical responses to music by using objective analytical information evident in the excerpts  use music terminology and language to support the analysis and discussion of the music excerpts  have the opportunity to demonstrate the highest level of performance.

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Unit 3 Area of Study 2 Outcome 2 Analyse and describe the use of the elements of music and compositional devices in music works and discuss the style and the context from which the works emerged. This outcome will contribute 15 marks out of 30 marks allocated to School-assessed Coursework for Unit 3. It will be assessed by one or more tasks, which will contribute a total of 15 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. MARK RANGE

DESCRIPTOR: typical performance in each range

13–15 marks

Accurate and thorough music analysis of the works that includes comprehensive description of the treatment of elements of music and the use of contrast and other relevant compositional devices. Highly sophisticated description of the stylistic characteristics of the works and insightful discussion of relevant contextual issues and how they influence the works. Highly developed use of relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work.

10–12 marks

Accurate and detailed music analysis of the works that includes detailed description of the treatment of elements of music and the use of contrast and other relevant compositional devices. Sophisticated description of the stylistic characteristics of the works and thoughtful discussion of relevant contextual issues and how they influence the works. Well-developed use of relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work.

7–9 marks

Detailed music analysis of the works that includes general description of the treatment of elements of music and the use of contrast and other relevant compositional devices. Mostly accurate description of the stylistic characteristics of the works and general discussion of relevant contextual issues and how they influence the works. Mostly appropriate use of relevant music examples and music terminology and language to support the analysis and discussion of each work.

4–6 marks

A music analysis of the works that includes some description of the treatment of elements of music and the use of contrast and other relevant compositional devices. Some description of the stylistic characteristics of the works and a discussion of relevant contextual issues and how they influence the works. Some use of relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work.

VCE Music

1–3 marks

ASSESSMENT HANDBOOK 2011–2016

Limited music analysis of the works that includes a limited description of the treatment of elements of music and the use of contrast and other relevant compositional devices. Limited description of the stylistic characteristics of the works and a basic discussion of relevant contextual issues and how they influence the works. Limited use of relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work.

Task/s Description Analysis and discussion of selected works in any one of or a combination of the following formats: 

a report



a test



responses to structured questions



a multimedia presentation.

Components of the assessment task/s Teachers must develop assessment task/s that allow the student to:  describe the treatment of the elements of music in the works  describe the use of contrast and other relevant compositional devices in the works  describe the musical characteristics that make each work representative of its style  identify contextual issues and discuss their effect/s on the creation of the works  use relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work  have the opportunity to demonstrate the highest level of performance. Resources and scheduling Schools may determine the conditions for the task including access to resources and notes. Students should be advised of the timeline and conditions under which the task is to be conducted.

Externally-assessed Task Assessment for Music Style and Composition includes an Externally-assessed Task to assess Unit 3 Outcome 3 and Unit 4 Outcome 3. For this assessment students will submit a folio that contains exercises, an original work, audio recordings and documentation. The task will be assessed by a panel appointed by the VCAA. Criteria published annually by the VCAA will be used to assess the task. Details of the Externally-assessed Task are provided on page 132 of the VCE Music Study Design.

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Unit 4 Area of Study 1 Outcome 1 Aurally analyse music excerpts, and form and present critical response to the music. This outcome will contribute 15 marks out of 30 marks allocated to School-assessed Coursework for Unit 4. It will be assessed by one or more tasks, which will contribute a total of 15 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. MARK RANGE

DESCRIPTOR: typical performance in each range

13–15 marks

10–12 marks

7–9 marks

4–6 marks

1–3 marks

VCE Music

ASSESSMENT HANDBOOK 2011–2016

Task/s Description Aural analysis of and written critical responses to four previously unheard excerpts of music in any one or a combination of the following formats: 

a test



responses to structured questions.

Unit 4 Area of Study 2 Outcome 2 Analyse and describe the use of the elements of music and compositional devices in the selected works, and discuss the style of the works and relevant contextual issues. This outcome will contribute 15 marks out of 30 marks allocated to School-assessed Coursework for Unit 4. It will be assessed by one or more tasks, which will contribute a total of 15 marks. Performance descriptors The following descriptors provide a guide to the levels of performance typically demonstrated within each range on the assessment task/s. MARK RANGE

DESCRIPTOR: typical performance in each range

13–15 marks

Accurate and thorough music analysis of the works that includes detailed discussion of the treatment of elements of music and how compositional devices, including repetition and variation are used to develop ideas. Highly sophisticated description of the stylistic characteristics of the works and insightful discussion of how relevant contextual issues influence the works. Highly developed use of relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work.

VCE Music

ASSESSMENT HANDBOOK 2011–2016

10–12 marks

Accurate and detailed music analysis of the works that includes detailed discussion of the treatment of elements of music and how compositional devices, including repetition and variation are used to develop ideas. Sophisticated description of the stylistic characteristics of the works and thoughtful discussion of how relevant contextual issues influence the works. Well-developed use of relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work.

7–9 marks

Detailed music analysis of the works that includes general discussion of the treatment of elements of music and how compositional devices, including repetition and variation are used to develop ideas. Mostly appropriate description of the stylistic characteristics of the works and general discussion of how relevant contextual issues influence the works. Some appropriate use of relevant music examples and music terminology and language to support the analysis and discussion of each work.

4–6 marks

A music analysis of the works that includes some discussion of the treatment of elements of music and how compositional devices, including repetition and variation are used to develop ideas. Some description of the stylistic characteristics of the works and a discussion of how relevant contextual issues influence the works. Some use of relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work.

1–3 marks

A music analysis of the works that includes a limited discussion of the treatment of elements of music and how compositional devices, including repetition and variation are used to develop ideas. Limited description of the stylistic characteristics of the works and a basic discussion of how relevant contextual issues influence the works. Limited use of relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work.

Task/s Description Analysis and discussion of selected works in any one of or a combination of the following formats: 

a report



a test



responses to structured questions



a multimedia presentation.

Components of the assessment task/s Teachers must develop assessment task/s that allow the student to:  discuss the treatment of the elements of music in the works

VCE Music

    

ASSESSMENT HANDBOOK 2011–2016

discuss how compositional devices, including repetition and variation, are used to develop music ideas within the works describe the musical characteristics that make each work representative of its style identify contextual issues and discuss their effect/s on the creation of the works use relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work have the opportunity to demonstrate the highest level of performance.

Externally-assessed Task Assessment for Music Style and Composition includes an Externally-assessed Task to assess Unit 3 Outcome 3 and Unit 4 Outcome 3. For this assessment students will submit a folio that contains exercises, an original work, audio recordings and documentation as outlined below. The task will be assessed by a panel appointed by the VCAA. Criteria published annually by the VCAA will be used to assess the task. Format A folio that contains: 

two creative exercises in notated and audio form that were completed in response to studied music



description and/or annotation of the relationship between the creative exercises and the music studied, including the treatment of relevant elements of music and the use of at least one compositional device of contrast, repetition and/or variation

AND 

a statement of intention for a complete work



evidence of the development and refinement of the work from starting point to final realisation



explanation of decisions made at stages of the creative process



explanation of technical and practical factors that influenced the creative process



description and/or annotation of the treatment of the elements of music to achieve the stated aim in the final work



description and/or annotation of the use of compositional devices, including contrast, repetition and variation, in the final work

AND 

a music work of 2–4 minutes presented in notated and audio form.

VCE Music

ASSESSMENT HANDBOOK 2011â&#x20AC;&#x201C;2016

Sample approaches to School-assessed Coursework The following examples offer one approach to the development of assessment tasks using the study design and performance descriptors.

Music Style and Composition Unit 3 Area of Study 1 Outcome 1 Aurally analyse music and make critical responses to music. Step 1: Define the parameters of an outcome and its related assessment task options The VCE Music Study Design, pages 122 and 123, provides details of the key knowledge and skills related to Unit 3 Outcome 1 and the Area of Study: Responses to music. In order to plan and conduct an assessment for this outcome it is necessary to be familiar with the key knowledge and skills. The assessment task nominated by the study design is based on responses to previously unheard music extracts. The task may be a test or a series of responses to structured questions, or a combination of both. Music extracts should include a range of music styles and instrumental combinations, and should be selected to enable students the chance to clearly identify and describe the treatment of the elements of music and compositional devices in order to enter into a detailed discussion. It should be noted that the compositional devices of contrast, repetition and variation should be present within some extracts. Students need to be clearly informed about the nature of critical response which calls for objective musical evidence to justify subjective responses. Step 2: Examine the assessment advice in Section 2 The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that should be displayed. Responses need to be able to show a clear understanding of the way elements of music are treated and the use of compositional devices â&#x20AC;&#x201C; and to discuss these in relation to the music extracts. Step 3: Determine teaching and learning activities The teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills and might choose to emphasise those that are most closely aligned to the exercises that must be completed for the task itself. In order to complete the assessment task responses, a series of preparatory response exercises could be set. These might lead students through the identification of the treatment of the elements of music and the use of compositional devices in different music styles. Further exercises based on ways of forming critical responses using analytical evidence from the music and appropriate musical terminology could form a continuous listening/responding approach. This might culminate in the assessment task.

ÂŠVCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016

It might also be wise for teachers to examine sample examination material in order to simulate some aspects of how this outcome will be assessed externally. Teaching the pre-task knowledge and skills      

Use the key knowledge and skills to be learnt in Unit 3 Outcome 1. Make sure students can identify the treatment of the elements of music, for example by concentrating on different elements of music separately at first and examining appropriate musical terminology for each element. Make sure students are clear about a range of compositional devices, and how they are linked to the treatment of the elements of music. Make sure that students have an understanding of the ways in which the specific compositional devices of contrast, repetition and variation may be achieved and used across a range of music styles. Ensure students are aware of the need to align objective analytical evidence from the music to provide evidence for any subjective response. Enable students to explore and reflect on a number of different approaches to forming critical responses, for example in full prose discussion, headings and explanations, dot points and/or diagrams.

In Unit 3 Outcome 1, teaching and learning activities could involve, but are not limited to: 

providing one musical extract for a series of different listening tasks centering on different elements or musical characteristics

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concentrating on one element of music and examining its use in a range of different excerpts

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organising a weekly listening/responding session in which students provide their own musical extracts as examples of specified element treatment or compositional device use

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selecting one compositional device, for example contrast, and examining its use in a number of different excerpts across styles

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setting a research assignment asking students to find music extracts that elicit similar responses, then examining the musical characteristics that may be used in evidence to justify the responses

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building a list of compositional devices found in excerpts used over the unit

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providing exercises that require different response approaches, for example short answer responses, prose discussions and/or diagrams.

Step 4: Design the assessment task The required assessment task may be a test or a series of short responses to previously unheard music extracts from a range of music styles and instrumental combinations. The range of selected musical excerpts is critical, and should provide the chance for students to focus on a number of different elements and compositional devices. Contrast, repetition and variation should be present in one or more of the excerpts. Separate excerpts might be used to assess different skills and knowledge. A range of guiding questions for the separate excerpts is advised. Some may focus on specified elements of music or compositional devices, while others might offer a global statement about an excerpt that invites a critical response. ©VCAA November 2014

VCE Music

ASSESSMENT HANDBOOK 2011–2016

the estimated time it will take to cover the key knowledge and key skills for the outcome the need to provide teaching and learning activities that simulate the final task the possibility of using a cumulative learning model that builds knowledge, analysis skills and response strategies the possibility of more than one assessment session the likely length of time required for students to complete the task when other assessment is occurring in this study, and how these may interact with concepts covered when tasks are being conducted in other subjects and the workload implications for students.

Marking the task There is no prescribed way of marking the task. The overall task should provide students with a range of response opportunities that directly relate to the key knowledge and key skills and provide the opportunity to meet the standard reflected in the highest performance descriptor for the task. This task is worth 15 marks towards the total marks allocated to School-assessed Coursework for Unit 3. A possible breakdown of marks could be: Analysis and discussion of the treatment of relevant elements of music in the excerpts.

Analysis and discussion of the use of compositional devices, including contrast, repetition and variation in the excerpts.

Justification of responses to music using objective analytical information evident in the excerpts.

Use of appropriate music terminology and language to support the analysis and discussion of the music excerpts.

Unit 4 Area of Study 2 Outcome 2 Analyse and describe the use of the elements of music and compositional devices in music works and discuss the style and the context from which the works emerged. Step 1: Define the parameters of an outcome and its related assessment task options The VCE Music Study Design, pages 128 and 129, provides details of the key knowledge and skills related to Unit 4 Outcome 2 and the Area of Study: Organisation and context. In order to plan and conduct an assessment for this outcome it is necessary to be familiar with the key knowledge and skills. It should be noted that each key knowledge and key skill does not need to be clearly identifiable

VCE Music

ASSESSMENT HANDBOOK 2011–2016

in the task, nor should the task focus on too narrow a range of key knowledge and skills. In selecting works, note that two works in different styles need to be selected and one work selected for study must have been created after 1910. There is also a requirement within the Outcome 2 for a focus on repetition and variation. There should be a significant use of repetition and variation within each work selected. The study design identifies a range of task types that can be used to assess this outcome. Teachers should be familiar with the essential characteristics of each task type and the implications of these for task design and conduct of assessment. There is also the possibility of a combination of task types for example, a task that is made up partly of a responses to structured questions and a brief written report. Step 2: Examine the assessment advice in Section 2 The performance descriptors should be fully understood as they give a clear indication of qualities and characteristics that you are looking for in a student response. Be aware that there needs to be some focus on repetition and variation in the works studied. There is also a requirement for students to use music examples to support any analysis and/or discussion of the works. Step 3: Determining teaching and learning activities The teacher plans a sequence of teaching and learning activities that will develop pre-task knowledge and skills and might choose to emphasise those that are most closely aligned to the task selected. An assessment task option for Unit 4 Outcome 2 could combine both a brief test and a short report in written format. This overall task could then involve both the examination of scores and/or audio excerpts for short answer responses as well as a more reflective response to specific guidelines. The two works may be studied at different times throughout the Unit. Teaching the pre-task knowledge and skills      

Use the key knowledge and skills to be learnt in Unit 4 Outcome 2. Make sure that students have a clear understanding of how each work is organised – in terms of how the elements of music are treated and the use of relevant compositional devices. Make sure students can identify where and how repetition and variation are used to develop ideas within each work. Ensure that students have an understanding of how the work fits into its identified style. Ensure students understand the circumstances in which each work was written and the possibilities of contextual issues influencing their creation. Make sure that in any discussion and/or analysis, students can identify specific examples in the music to support their statements.

VCE Music

ASSESSMENT HANDBOOK 2011–2016

In Unit 4 Outcome 2, teaching and learning activities could involve, but are not limited to:      

producing graphical representations of both works, noting repeated sections/ideas and specific variation techniques constructing grids based on the elements of music that note descriptions and examples of treatment within each work research exercises into the period in which the works were written discussion based around the type of influence that extra-musical factors may have had on the works, and how these influences can be seen in the music short listening activities based on works in the same style and/or by the same creator annotating scores of the works and/or organising audio excerpts that illustrate specific stylistic characteristics, element treatment and/or compositional devices.

Step 4: Design the assessment task An assessment task may be designed that is made up of a test and a brief written report. The test section could require closed book test conditions and focus on analysis and identification of element treatment and compositional devices. The report might involve written responses requiring more reflection and might be completed in more than one session with students having access to notes and/or other resources such as scores. A test might present a number of questions based around the treatment of elements and use of compositional devices in both works. This might include score extracts and/or audio excerpts with specific focus on identifiable characteristics from the works Required responses in the test might take a variety of formats (for example, score annotations, dot points, short written answers). A report might require a more detailed presentation and discussion, and include a section based on how the work is representative of its style and the influence of one or more contextual issues on the work. There is no requirement for the study of both selected works to be assessed at the same time. Separate assessment tasks may be organised for each work. Most importantly the teacher needs to set the questions and format of the overall task in such a way that it allows students to demonstrate the highest level of the performance descriptors and the qualities and characteristics that come from this.

Other considerations When to assess the students? The teacher must decide the most appropriate time to set this task. This decision is the result of several considerations including: 

the estimated time it will take to cover the key knowledge and key skills for the outcome

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the possibility of holding separate tasks to assess the study of separate works

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the possible need to provide time for students to plan for the completion of the task

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the likely length of time required for students to complete the task

VCE Music

ASSESSMENT HANDBOOK 2011–2016

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how this task fits with other tasks within this study, including the Externallyassessed Task

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when tasks are being conducted in other subjects and the workload implications for students.

As two works in different styles must be examined in this outcome, teachers could consider breaking up the assessment task into smaller sections – one very brief test based on one work, then a second at a later date based on the second; the report section could deal with both works and act as a chance to bring the area of study to a close. Marking the task There is no prescribed way of marking the task. The test and report should provide students with guidelines that directly relate to the key knowledge and key skills and provide the opportunity to meet the standard reflected in the highest performance descriptor for the task. This task is worth 15 marks towards the total marks allocated to School-assessed Coursework for Unit 4. A possible breakdown of marks could be:

Discussion of the treatment of the elements of music in the works studied.

5 marks

Discussion of how compositional devices, including repetition and variation are used to develop ideas in the works studied.

4 marks

Description of the stylistic characteristics of each work and discussion of how contextual issues affect the works.

4 marks

Use of relevant music examples and appropriate music terminology and language to support the analysis and discussion of each work.

2 marks

Further Resources Examination End-of-year written examination – Units 3 and 4 Description The examination will be set by a panel appointed by the VCAA. All the key knowledge and key skills that underpin the outcomes in Units 3 and 4 are examinable. Conditions 

Duration: two hours.

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Date: end-of-year, on a date to be published annually by the VCAA.

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VCAA examination rules will apply. Details of these rules are published annually in the VCE and VCAL Administrative Handbook.

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The examination will be marked by assessors appointed by the VCAA.

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ASSESSMENT HANDBOOK 2011–2016

Contribution to the final assessment The examination will contribute 40 per cent. Further advice The VCAA publishes specifications for all VCE examinations on the VCAA website. Examination specifications include details about the sections of the examination, their weighting, the question format/s and any other essential information. The specifications are published in the first year of implementation for the revised Units 3 and 4 sequence together with any sample materials. VCE Examination Papers Examination papers for all studies are published on the VCAA website. Assessment Reports The assessment reports are published on the VCAA website and provide teachers with feedback of the examination for Units 3 and 4.

Publications Regular updates and study advice are published in the VCAA Bulletin VCE, VCAL and VET and on the VCAA website. Teachers should also refer to the following publications for assessment of VCE Music: VCE Music Study Design 2011–2016 The course developed and delivered to students must be in accordance with the VCE Music Study Design, accredited 2011–2016. The ‘Advice for teachers’ section contains sample learning activities for Units 1 to 4 and suggested tasks. VCAA website Teachers are advised to keep up-to-date with developments in VCE Music by accessing the Music study page on the VCAA website. Administrative Procedures for Assessment in VCE Studies This online publication provides summary information about assessment procedures for VCE studies. The information is extracted from the current VCE and VCAL Administrative Handbook.