Student 1

a) Stick with cowbell for one bar phrases 2 bars

Monophonic soprano voice female mostly repeated
Homophonic harmony singers 3rd lower
Polyphonic - sustains the notes, then singer
Female singer strong.
Added texture throughout the song
Little contrast in notes; mostly in steps.
Cowbell is throughout the song.
There was 2 phrases both repeated 4 times each with added texture

b) Opened with female singing then added texture

Bongos are being used, more beats per bar
Singer is singing higher and stronger
The back-up singers 5th lower, shortens note value
Main singer sustains her notes longer note values than previous
The texture at the beginning was\monophonic when only the soprano was singing but when drums and harmony
singers came in it changed to polyphonic. Unlike the first part that kept on adding new texture.
Dynamics decrescendo and crescendo used
Melisma is used and other decorations are added each time she repeats the same words - use of chromaticism
More use of notes range, more variety of pitch, note values and dynamics
Higher key
Crescendos are\ used for last note of back-up singers; also note has added note value
Marking rubric for stage 6 music Marking Year 11 responses Assignment 1
Student 1
Discuss the phrasing and texture of this excerpt. (Part (a) 6 marks)
Phrasing 1 2 3 Total /6
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of phrasing. Identifies understanding of
phrasing. Identifies and explains some phrasing by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of
phrasing. Must
discuss phrase
structure. Good use
of metalanguage.

Texture 1 2 3
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of texture. Identifies understanding of
texture. Identifies and explains some texture by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of texture.
Must discuss
staggered entry in
the different layers.
Good use of
metalanguage.
With reference to the musical concepts, discuss the contrasts between this excerpt and the first one
(Part (b) 10 marks)
12 34 56 78 9 10
Demonstrates very Demonstrates some Demonstrates sound Demonstrates detailed Demonstrates extensive
limited understanding of understanding of understanding of understanding of understanding of
contrast. May make contrast between the contrast by discussing contrast by discussing contrast by discussing
reference to the excerpts. Makes both excerpts. Makes both excerpts with both excerpts in detail,
concepts of music. minimal reference to the reference to the reference to the relevant with reference to the
concepts of music. concepts of music. concepts of music. Uses relevant concepts of
Limited use of Demonstrates some use metalanguage and music. Uses
examples. of metalanguage and specific examples to metalanguage and
examples to support support answer. specific examples
answer. accurately to support
answer.
PART B MARK - 7

A Comment- Good understanding and use of metalanguage in relation the texture of this excerpt. You showed some
understanding of phrasing but this needs to be expanded upon in order to receive full marks (think of things such as

B Comment- Good discussion on the contrasts between both excerpts. Try organising your ideas more clearly into
sections in order to better convey your thoughts. Some use of metalanguage.

OVERALL MARK 11/16 RANK 4th

Student 2

a) Starts off with a capella solo voice, with drums

As the music progresses, more voices are put in giving texture, singing the same phrase over and over against or with
one another
Towards the end you get this rich effect when the lower register voices are added giving a padding effect and filling
out the sound, adding texture as well.
The drums accompaniment with the voices is wooden in tone colour and provides an ostinato throughout. With the
extra voices, it also provides harmony
Voices singing sustained notes underneath or on top of the phrases gives it, again more texture.

b) In this excerpt:
There is a female solo vocalist accompanied by several female voices. These voices underneath provide long,
sustained chords, providing harmony and added texture.
The female solo vocalist improvises the main phrase sung in the first excerpt. She uses scatting and extends the pitch
range. She also uses glissandos
The bongo drums provide rhythm without being too piercing again an ostinato
This excerpt is different because you dont get the gradual giving of texture, it stays the same the whole way through
Lots of dynamic contrast in the female vocalist and accompaniment voices. As the soloist gets louder the pitch
becomes higher. This give a suspenseful
Marking rubric for stage 6 music Marking Year 11 responses Assignment 1
Student 2
Discuss the phrasing and texture of this excerpt. (Part (a) 6 marks)
Phrasing 1 2 3 Total /6
(3 marks)

Demonstrates Demonstrates Demonstrates 1

limited understanding of extensive
understanding of phrasing. Identifies understanding of
phrasing. Identifies and explains some phrasing by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of
phrasing. Must
discuss phrase
structure. Good use
of metalanguage.

Texture 1 2 3
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of texture. Identifies understanding of
texture. Identifies and explains some texture by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of texture.
Must discuss
staggered entry in
the different layers.
Good use of
metalanguage.
With reference to the musical concepts, discuss the contrasts between this excerpt and the first one
(Part (b) 10 marks) PART B MARK - 5
12 34 56 78 9 10
Demonstrates very Demonstrates some Demonstrates sound Demonstrates detailed Demonstrates extensive
limited understanding of understanding of understanding of understanding of understanding of
contrast. May make contrast between the contrast by discussing contrast by discussing contrast by discussing
reference to the excerpts. Makes both excerpts. Makes both excerpts with both excerpts in detail,
concepts of music. minimal reference to the reference to the reference to the relevant with reference to the
concepts of music. concepts of music. concepts of music. Uses relevant concepts of
Limited use of Demonstrates some use metalanguage and music. Uses
examples. of metalanguage and specific examples to metalanguage and
examples to support support answer. specific examples
answer. accurately to support
answer.

A Comment- There was a limited discussion relating to phrasing in your response. Look to discuss things such as
form, phrase structuring, time signatures and more. Limited use of metalanguage. Opening sentence discusses a cappella
voice with drums, however a cappella is music performed only by voice so this is incorrect. A better description would be
Solo voice with rhythmic accompaniment.

B Comment- Youre on the way to a sound understanding of contrast between the two sections. You referred to the
concepts of music when discussing your answer, however you did not refer to the first excerpt enough. Ensure you
provide what the question asks for. In future, use specific examples and structure your answer in order to shower the
contrast between each excerpt more clearly.

OVERALL MARK 8/16 RANK 8th

Student 3

a)Texture gradually builds, beginning with only a xylophone keeping the beat and solo female lead. Then a 2 nd voice
enters and a 3rd in harmony. As more vocals enters a 3rd texture becomes more defined with vocals singing lead and
accompaniment different parts but still homophonic. Phrasing is in question and answer form, the same phrase is
repeated 4 times.

b) Female lead vocal singing improv/ scatting over other voices and instruments
Bongo drum is keeping beat instead of xylophone
Texture has more layers and is slightly polyphonic
Clappingis also keeping beat with bongo
In different form: lead and back-up vocals
More use of expressive techniques such as scatting and melismas and glissandos and vibrato
Lead gives wider range, reaching lower note
Duration is shorter, giving a more upbeat feeling
Tonality is in a similar major key
Xylophone also enters adding another layer of texture
Texture builds very quickly with only clapping to begin with, then most layers enter together at once
Marking rubric for stage 6 music Marking Year 11 responses Assignment 1
Student 3
Discuss the phrasing and texture of this excerpt. (Part (a) 6 marks)
Phrasing 1 2 3 Total /6
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of phrasing. Identifies understanding of
phrasing. Identifies and explains some phrasing by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of
phrasing. Must
discuss phrase
structure. Good use
of metalanguage.

Texture 1 2 3
(3 marks)

Demonstrates Demonstrates Demonstrates 3

limited understanding of extensive
understanding of texture. Identifies understanding of
texture. Identifies and explains some texture by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of texture.
Must discuss
staggered entry in
the different layers.
Good use of
metalanguage.
With reference to the musical concepts, discuss the contrasts between this excerpt and the first one
(Part (b) 10 marks) PART B MARK - 6
12 34 56 78 9 10
Demonstrates very Demonstrates some Demonstrates sound Demonstrates detailed Demonstrates extensive
limited understanding of understanding of understanding of understanding of understanding of
contrast. May make contrast between the contrast by discussing contrast by discussing contrast by discussing
reference to the excerpts. Makes both excerpts. Makes both excerpts with both excerpts in detail,
concepts of music. minimal reference to the reference to the reference to the relevant with reference to the
concepts of music. concepts of music. concepts of music. Uses relevant concepts of
Limited use of Demonstrates some use metalanguage and music. Uses
examples. of metalanguage and specific examples to metalanguage and
examples to support support answer. specific examples
answer. accurately to support
answer.

A Comment- Excellent description of the texture in this excerpt. You incorrectly identified the rhythmic accompaniment
as a xylophone; it was in fact a cowbell. If you are not sure, say it sounds like or describe its tone colour (metallic, being
hit to make sound etc). You need to go more in depth with your discussion of phrasing with things such as the structure,
however good job on identifying the length of the phrase through discussion on the number of times the phrase is
repeated.

B Comment- You have shown a sound knowledge of the contrast between excerpts. Be sure your information is
correct however, as xylophone appears again as well as your comment on shorter duration giving a more upbeat feeling
(what do you mean by this? It is a very subjective comment). Some use of metalanguage throughout response. You
discussed the first excerpt in relation to the second, however you need to go more in depth in relation to all the musical
concepts and how they contrast between the excerpts.

OVERALL MARK 11/16 RANK 4th

Student 4

a) There is a cowbell that starts and does a constant beat throughout whole extract, rhythmic accompaniment,
monophonic
There is a lead vocalist that comes in; polyphonic texture is added when other voices start singing underneath
There is a repeated phrase throughout the whole song
Breaking that phrase into little phrase
Unison with other singing, staccato with voices
Texture starts simple, more harmonic layers build up (voices) Long sustained notes are sung in first part, 2nd part of
phrase is short
This is drumbeat

b) There is more of lead vocals being heard, group of voices singing a high pitch, repeated phrase
Long sutained notes over 2 bars scatting
Louder dynamics, improvisation, melisma used by lead vocalist
Lead vocalist slides her voice
More percussion, 2 drums. Adding layers of sound, shorter duration of lead vocalist notes
Rhythmic accompaniment has extra layers of drum added, bongos
Dynamics become softer in back-up singing, then near end of extract it becomes louder at very end. As the choir
becomes softer, so does lead vocalists
Throughout, group singing repeat a phrase, with third part harmony
Pitch has become higher in this extract than other
Womens voices melt together
Marking rubric for stage 6 music Marking Year 11 responses Assignment 1
Student 4
Discuss the phrasing and texture of this excerpt. (Part (a) 6 marks)
Phrasing 1 2 3 Total /6
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of phrasing. Identifies understanding of
phrasing. Identifies and explains some phrasing by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of
phrasing. Must
discuss phrase
structure. Good use
of metalanguage.

Texture 1 2 3
(3 marks)

Demonstrates Demonstrates Demonstrates 3

limited understanding of extensive
understanding of texture. Identifies understanding of
texture. Identifies and explains some texture by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of texture.
Must discuss
staggered entry in
the different layers.
Good use of
metalanguage.
With reference to the musical concepts, discuss the contrasts between this excerpt and the first one
(Part (b) 10 marks) PART B MARK - 7

12 34 56 78 9 10
Demonstrates very Demonstrates some Demonstrates sound Demonstrates detailed Demonstrates extensive
limited understanding of understanding of understanding of understanding of understanding of
contrast. May make contrast between the contrast by discussing contrast by discussing contrast by discussing
reference to the excerpts. Makes both excerpts. Makes both excerpts with both excerpts in detail,
concepts of music. minimal reference to the reference to the reference to the relevant with reference to the
concepts of music. concepts of music. concepts of music. Uses relevant concepts of
Limited use of Demonstrates some use metalanguage and music. Uses
examples. of metalanguage and specific examples to metalanguage and
examples to support support answer. specific examples
answer. accurately to support
answer.

A Comment- Detailed response for the texture of this piece. Well done on identifying the performing media used. Good
use of metalanguage. You showed an understanding of phrasing, however think of things such as the form, the contour of
the phrases etc for improvement.

B Comment- You showed a good understanding of the concepts of music in this excerpt, however more reference to
the first excerpt and how it contrasts with the second is needed. Use specific examples from both excerpts to explain how
they contrast each other in reference to the concepts of music.

OVERALL MARK 12/16 RANK 3rd

 Student 5

a) The texture used gradually builds up, it starts with one musical instrument, like a tin can or xylophone, with a voice
coming in. Then a second one making the harmony, till finally a third male voice comes in and the texture is more defined
and louder. First the vocals are womens leads, then an accompaniment. Still homophonic. Phrasing question/answer,
then repeats building up with extra vocals. And it is all smoother and flowing. Rhythmic bass doesnt change. The same
phrase is repeated 4 times. Its in 4/4.

b) All three voices are singing at once

The female lead breaks off and sings above the other two making harmony
There are bongo drums keeping the beat
The form is different with lead and back-up vocals
Texture is more layered and a little bit polyphonic
Theres clapping
Expressive techniques used like glissandos, vibrato
Shorter length of notes
Dynamics pretty much stay the same throughout
Texture builds quickly with only one then layers come in together
A lot of things happen
Texture stays the same
One of the voices are lower compared to the first time, so one higher, two lower
Marking rubric for stage 6 music Marking Year 11 responses Assignment 1
Student 5
Discuss the phrasing and texture of this excerpt. (Part (a) 6 marks)
Phrasing 1 2 3 Total /6
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of phrasing. Identifies understanding of
phrasing. Identifies and explains some phrasing by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of
phrasing. Must
discuss phrase
structure. Good use
of metalanguage.

Texture 1 2 3
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of texture. Identifies understanding of
texture. Identifies and explains some texture by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of texture.
Must discuss
staggered entry in
the different layers.
 Good use of
metalanguage.

With reference to the musical concepts, discuss the contrasts between this excerpt and the first one
(Part (b) 10 marks) PART B MARK - 6
12 34 56 78 9 10
Demonstrates very Demonstrates some Demonstrates sound Demonstrates detailed Demonstrates extensive
limited understanding of understanding of understanding of understanding of understanding of
contrast. May make contrast between the contrast by discussing contrast by discussing contrast by discussing
reference to the excerpts. Makes both excerpts. Makes both excerpts with both excerpts in detail,
concepts of music. minimal reference to the reference to the reference to the relevant with reference to the
concepts of music. concepts of music. concepts of music. Uses relevant concepts of
Limited use of Demonstrates some use metalanguage and music. Uses
examples. of metalanguage and specific examples to metalanguage and
examples to support support answer. specific examples
answer. accurately to support
answer.

A Comment- Showed some understanding of phrasing and texture, however more could have been said for a more
complete answer. What instrumentation/vocals are being used? How is the texture layered? More use of metalanguage is
needed. There were some inaccuracies in answer, such as the excerpt being in 4/4 (it is or 6/8).

B Comment- Dont be vague with sentences such as a lot of things happened. Say what happened, and how this
contrasted to the first excerpt. Some use of metalanguage. Referred to the concepts of music when analysing second
excerpt. More specific examples are needed, as well as more being said about the contrast between the first and second
excerpt.

OVERALL MARK 10/16 RANK 6th

Student 6

a) Gradual build up of texture, begins with one traditional instrument; syncopation

Then single female voice joined with second, third in harmony, 4th in harmony making up a chord like structure. RICH
HARMONY. RICH TEXTURE.
Phrasing for the accompaniment are quite different; the traditional instrument is quite short/ staccato while the
voice has a smooth line followed by an uneven

b) The texture has been further built with more accompanying instruments and a lead vocal over the original harmony
The melody for the lead vocal seems very improvised with a lot of chromaticism and slides from one note to the next
The harmony changes to a single rhythmic pattern in harmony (chord like) while lead vocal explore vocal range
Expressive techniques slides, melismas, explores vocal range unlike the first section which was very set
The tone colour is very dense, with rounded percussion notes and nasally lead vocal
A LOT of syncopation throughout with a new percussion instrument
The texture has been built and doesnt change throughout
Dynamics are used by accompanying and lead vocal. A lot louder when she is in the higher register but quiet in lower
register
Marking rubric for stage 6 music Marking Year 11 responses Assignment 1
Student 6
Discuss the phrasing and texture of this excerpt. (Part (a) 6 marks)
Phrasing 1 2 3 Total /6
(3 marks)

Demonstrates Demonstrates Demonstrates 1

limited understanding of extensive
understanding of phrasing. Identifies understanding of
phrasing. Identifies and explains some phrasing by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of
phrasing. Must
discuss phrase
structure. Good use
of metalanguage.

Texture 1 2 3
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of texture. Identifies understanding of
texture. Identifies and explains some texture by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of texture.
Must discuss
staggered entry in
 the different layers.
Good use of
metalanguage.

With reference to the musical concepts, discuss the contrasts between this excerpt and the first one
(Part (b) 10 marks) PART B MARK - 7
12 34 56 78 9 10
Demonstrates very Demonstrates some Demonstrates sound Demonstrates detailed Demonstrates extensive
limited understanding of understanding of understanding of understanding of understanding of
contrast. May make contrast between the contrast by discussing contrast by discussing contrast by discussing
reference to the excerpts. Makes both excerpts. Makes both excerpts with both excerpts in detail,
concepts of music. minimal reference to the reference to the reference to the relevant with reference to the
concepts of music. concepts of music. concepts of music. Uses relevant concepts of
Limited use of Demonstrates some use metalanguage and music. Uses
examples. of metalanguage and specific examples to metalanguage and
examples to support support answer. specific examples
answer. accurately to support
answer.

A Comment- Some good points were made in relation to the texture of this excerpt, however more information is
needed. What is the performing media? How is texture used in the piece? Limited information regarding phrasing. Think of
things such as phrase length, form, structure, time signature and more in order to provide a better response. Some use of
metalanguage is present.

B Comment- Good discussion about the contrast between excerpts. Some inaccuracies in answer, but overall you
demonstrated a detailed understanding of the contrast between both excerpts and how it occurred in reference to the
concepts of music. Some use of metalanguage, however this can be improved upon. (Glissando instead of slides.)

OVERALL MARK 10/16 RANK 6th

Student 7

a) The texture started with a solo percussion instrument, then voice then became solo and choir
Beat on cowbell, solo soprano female voice then harmony; alto voices sing in harmony, male tenor also singing
harmony
the phrases are long and the solo alto sings the same two bar phrase over with the other vocals building texture and
harmony around with a harmony line
the cowbell pattern keeps going throughout the piece
ostinato is used throughout the piece on the cowbell and the main melody
4/4 the phrases are 4 bars each. There is much syncopation in both the rhythmic accompaniment and the main
melody

b) Soprano, choir more rhythmic accompaniment, phrases changed

Pitch now an alto with an extended range
The piece is in the same key. There is still a melody and accompaniment; no chromaticism
The piece starts with the soprano upbeat; then the rest of the rhythmic accompaniment and vocal harmony comes
in. The duration is very similar for the harmony vocals but the soprano has extended the duration of the notes and
added more melismas and things expressive techniques
 structure is different in this piece as all the instruments and vocals begin at the same time whereas in the first piece
there was a gradual introduction of the different layers of sound
the phrasing of the main melody has also changed with shorter phrases; while the phrasing of the backing vocals
remains the same
the tone colour in the second excerpt is different; there is use of a lower female voice and there is also different
rhythmic instruments, causing a shift in the overall piece
Dynamics and expressive techniques: the dynamics in the first part were a crescendo throughout the piece, but little
change in the second; in the second part the main female lead is adding many vibratos and falls off notes as expressive
techniques, as well as many melismas for effect.
Marking rubric for stage 6 music Marking Year 11 responses Assignment 1
Student 7
Discuss the phrasing and texture of this excerpt. (Part (a) 6 marks)
Phrasing 1 2 3 Total /6
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of phrasing. Identifies understanding of
phrasing. Identifies and explains some phrasing by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of
phrasing. Must
discuss phrase
structure. Good use
of metalanguage.

Texture 1 2 3
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of texture. Identifies understanding of
texture. Identifies and explains some texture by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
 aspects of texture.
Must discuss
staggered entry in
the different layers.
Good use of
metalanguage.

With reference to the musical concepts, discuss the contrasts between this excerpt and the first one
(Part (b) 10 marks) PART B MARK - 9
12 34 56 78 9 10
Demonstrates very Demonstrates some Demonstrates sound Deonstrates detailed Demonstrates extensive
limited understanding of understanding of understanding of understanding of understanding of
contrast. May make contrast between the contrast by discussing contrast by discussing contrast by discussing
reference to the excerpts. Makes both excerpts. Makes both excerpts with both excerpts in detail,
concepts of music. minimal reference to the reference to the reference to the relevant with reference to the
concepts of music. concepts of music. concepts of music. Uses relevant concepts of
Limited use of Demonstrates some use metalanguage and music. Uses
examples. of metalanguage and specific examples to metalanguage and
examples to support support answer. specific examples
answer. accurately to support
answer.

A Comment- Response showed an understanding of texture and phrasing. Little metalanguage was used and some
incorrect information was presented such as the 4/4 time signature (its or 6/8). Overall a good response however to
achieve maximum grades, ensure you use correct metalanguage and go more in depth in your answer.

B Comment- Your response showed that you have an extensive understanding of the contrast between both excerpts.
Some good examples relating to the excerpts are used, as well as the use of metalanguage being prevalent. Good job
identifying aspects of each of the musical concepts; you structured your answer well in order to show your understanding.
OVERALL MARK 13/16 RANK 2nd

Student 8

a) The phrasing is expressed every time the repeated sentence is said

Texture varies throughout the piece, starting off with just a continual beat, sounding metallic. Then gradually one voice
is added and the piece continues building up voice texture with multiple harmonies and back-up vocals. The layers of
texture finish with the addition of a round. The phrase finishes every time the voice says Mama. The phrase lasts for
6 bars, adding texture every time it is repeated. The beat is synchronised.

b) In the second\excerpt, the soloist sings an alternate melody above the original melody. The soloist sings with an
almost scatting effect. It explores her range over the harmonic vocal accompaniment.
There is also a tag where a section of the original phrase is extracted and repeated until the end of the piece of
music.
There is more rhythmic accompaniment in the second excerpt with the additional drums
The harmony still exists underneath the solo voice. There is no suggestion of a round
The second excerpt emphasizes the soloist more than the first
There are more crescendos in the solo voice
There is no evident texture variations in the 2nd excerpt.
Marking rubric for stage 6 music Marking Year 11 responses Assignment 1
Student 8
Discuss the phrasing and texture of this excerpt. (Part (a) 6 marks)
Phrasing 1 2 3 Total /6
(3 marks)

Demonstrates Demonstrates Demonstrates 1

limited understanding of extensive
understanding of phrasing. Identifies understanding of
phrasing. Identifies and explains some phrasing by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of
phrasing. Must
discuss phrase
structure. Good use
of metalanguage.

Texture 1 2 3
(3 marks)

Demonstrates Demonstrates Demonstrates 2

limited understanding of extensive
understanding of texture. Identifies understanding of
texture. Identifies and explains some texture by
aspect/s with little aspects Some use accurately
 or no explanation. of metalanguage. identifying and
explaining different
aspects of texture.
Must discuss
staggered entry in
the different layers.
Good use of
metalanguage.

With reference to the musical concepts, discuss the contrasts between this excerpt and the first one
(Part (b) 10 marks) PART B MARK - 5
12 34 56 78 9 10
Demonstrates very Demonstrates some Demonstrates sound Demonstrates detailed Demonstrates extensive
limited understanding of understanding of understanding of understanding of understanding of
contrast. May make contrast between the contrast by discussing contrast by discussing contrast by discussing
reference to the excerpts. Makes both excerpts. Makes both excerpts with both excerpts in detail,
concepts of music. minimal reference to the reference to the reference to the relevant with reference to the
concepts of music. concepts of music. concepts of music. Uses relevant concepts of
Limited use of Demonstrates some use metalanguage and music. Uses
examples. of metalanguage and specific examples to metalanguage and
examples to support support answer. specific examples
answer. accurately to support
answer.

A Comment- Some good points made about the texture. You showed a basic understanding of phrasing, however
there is not enough information given. Response has some inaccuracies, such as the beat is synchronised (it is
syncopated) and the phrase lasts for 6 bars. These resulted in some lost marks.

B Comment- Some good points made regarding the contrasts between excerpts. Some inaccuracies in answer such
as saying there was no difference in texture between the two excerpts. Think of the different rhythmic accompaniment, the
staggered entries of the first excerpt compared to the second excerpt and the difference in performing media and what
this did to the sound. Improvement could be made by using specific examples to support your claims.

OVERALL MARK 8/16 RANK 8th

Student 9

a) Texture: cowbell syncopated. Wooden sticks. Voice. Harmony

Voice + 1 layer. 1st giving the rhythmic accompaniment; female voice comes in singing the main melody. Then a second
voice comes in to harmonise with the first voice. Another voice comes in providing extra harmony.
Phrasing: the main melody is sung in 2 phrases which are repeated. The rhythmic accompaniment is one phrase
repeated over and over again. The second harmonic line has longer phrases which extend over the main melody. Echo
voice
Bass voice underneath
- rhythmic 1 phrase
- main melody time, 4 bars1, 4 bars phrase 2
- same phrase but in harmony (3rds)
- echo voice adding syncopated sections in breaks from melody

b)Pitch higher improvised section above melody

Echos in harmony with main/ harmonized melody. Wider vocal range explored than in excerpt 1
Duration more notes sung adding a thicker layer, increasing texture
Echo voice from extract 1 gone and section put on top increasing pitch
Texture more percussion added, bongo drums still in syncopation
The main melody from excerpt 1 was softened and seemed to be vocal accompaniment for improvised/higher voice on
top
Dynamics, Exp techniques louder dynamics, thicker tone colour. Melismas used, repetition. Wider range explored than in
excerpt 1
Form she sings in many different phrases and repeats lots of them changing them each time with differing dynamics and
expressive techniques
Texture remains the same the whole way. No instruments or voices added this time.
Marking rubric for stage 6 music Marking Year 11 responses Assignment 1
Student 9
Discuss the phrasing and texture of this excerpt. (Part (a) 6 marks)
Phrasing 1 2 3 Total /6
(3 marks)

Demonstrates Demonstrates Demonstrates 3

limited understanding of extensive
understanding of phrasing. Identifies understanding of
phrasing. Identifies and explains some phrasing by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of
phrasing. Must
discuss phrase
structure. Good use
of metalanguage.

Texture 1 2 3
(3 marks)

Demonstrates Demonstrates Demonstrates 3

limited understanding of extensive
 understanding of texture. Identifies understanding of
texture. Identifies and explains some texture by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of texture.
Must discuss
staggered entry in
the different layers.
Good use of
metalanguage.

With reference to the musical concepts, discuss the contrasts between this excerpt and the first one
(Part (b) 10 marks) PART B MARK - 8
12 34 56 78 9 10
Demonstrates very Demonstrates some Demonstrates sound Demonstrates detailed Demonstrates extensive
limited understanding of understanding of understanding of understanding of understanding of
contrast. May make contrast between the contrast by discussing contrast by discussing contrast by discussing
reference to the excerpts. Makes both excerpts. Makes both excerpts with both excerpts in detail,
concepts of music. minimal reference to the reference to the reference to the relevant with reference to the
concepts of music. concepts of music. concepts of music. Uses relevant concepts of
Limited use of Demonstrates some use metalanguage and music. Uses
examples. of metalanguage and specific examples to metalanguage and
examples to support support answer. specific examples
answer. accurately to support
answer.

A Comment- You showed that you have a thorough understanding of phrasing and texture through good use of
metalanguage and the discussion of phrase structure, and the staggered entry of different layers in the texture of the
excerpt. In future try to improve your metalanguage skills.
B Comment- A detailed understanding of the contrast between both excerpts is shown. Try giving more specific
examples from the piece to justify your assertions. You did not discuss tone colour or structure specifically. For more
marks ensure you give as much information as you can about all the concepts of music.

OVERALL MARK 14/16 RANK 1st

Student 10

a) Voice creates harmony and also contrast against drums. Bongo drums keep rhythm
Phrasing lasts for 2 or 3 bars after the word mama. It changes slightly
Starts with 3 taps of drum
3 types of voices female alto, female soprano, male tenor

b) Starts with 3 claps then voices in harmony. Female alto main part singing extended version of what soprano sang
Range is higher
Use of bongos as soon as voice comes, creating rhythm again
About 3 bar phrasing like first

3 beats of bass drum then use of stick (shaky thing) for 3 times
Having a light drum but in between each one creating a rhythm of only 5 beats
Texture stays same the whole way by repeating the rhythm
Marking rubric for stage 6 music Marking Year 11 responses Assignment 1
Student 10
Discuss the phrasing and texture of this excerpt. (Part (a) 6 marks)
Phrasing 1 2 3 Total /6
(3 marks)

Demonstrates Demonstrates Demonstrates 0

limited understanding of extensive
understanding of phrasing. Identifies understanding of
phrasing. Identifies and explains some phrasing by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of
phrasing. Must
discuss phrase
structure. Good use
of metalanguage.

Texture 1 2 3
(3 marks)
 Demonstrates Demonstrates Demonstrates 1
limited understanding of extensive
understanding of texture. Identifies understanding of
texture. Identifies and explains some texture by
aspect/s with little aspects Some use accurately
or no explanation. of metalanguage. identifying and
explaining different
aspects of texture.
Must discuss
staggered entry in
the different layers.
Good use of
metalanguage.

With reference to the musical concepts, discuss the contrasts between this excerpt and the first one
(Part (b) 10 marks) PART B MARK - 4
12 34 56 78 9 10
Demonstrates very Demonstrates some Demonstrates sound Demonstrates detailed Demonstrates extensive
limited understanding of understanding of understanding of understanding of understanding of
contrast. May make contrast between the contrast by discussing contrast by discussing contrast by discussing
reference to the excerpts. Makes both excerpts. Makes both excerpts with both excerpts in detail,
concepts of music. minimal reference to the reference to the reference to the relevant with reference to the
concepts of music. concepts of music. concepts of music. Uses relevant concepts of
Limited use of Demonstrates some use metalanguage and music. Uses
examples. of metalanguage and specific examples to metalanguage and
examples to support support answer. specific examples
answer. accurately to support
answer.

A Comment- Good job identifying the three types of voices. However, you fell short when addressing the phrasing of
the piece. Try to go more in depth with your response to incorporate all you can hear in relation to texture and phrasing. A
better use of metalanguage is needed also in order to receive improved marks.
B Comment- When answering questions such as this, ensure you read the question and pick apart exactly what you
need to address in order to get the marks. Unfortunately, this response doesnt meet what the question is asking for. You
need to give more examples and try to structure your work in a way that is coherent and conveys what you are trying to
say.

OVERALL MARK 5/16 RANK 10th

Assessment is a very important tool for educators to use with learning. It allows students to show what they have

learnt, what they understand and what they can do (BOSTES, 2013). However assessment can be undertaken in other

ways other than the traditional form of a written examination, with forms including tests, assignments, practical work,

performance, projects and more (BOSTES, 2013). It is therefore important to consider the relationship of assessment with

the teaching and learning theories that educators use to inform their practice. The following statement will discuss this

relationship.

Constructivism is a learning theory that states that knowledge and meaning is constructed from a persons

experiences (University of Sydney, 2016). An example of a teaching and learning method within constructivism would be

project based learning. Project based learning focuses on students working on a problem for an extended period of time

that has a real world perspective (Learn NC, 2008). In order to properly implement assessment into constructivism and

the methods that come from it, educators must ensure that the problem or work they are developing for their students is
assessable. The basis for constructivist learning is from Jean Piagets theory of cognitive development (Education

Psychology Interactive, 2003).

Piagets theory of Cognitive development (1952) is still used today when addressing teaching and learning. It states

that children gain knowledge from every day experiences. These experiences are organised into schemas, which then

serve as a basis for forming understanding of new experiences (Educational Psychology Interactive, 2003). Educators

must ensure they provide the necessary experiences for students to gain knowledge, as this knowledge helps to inform

new knowledge and so on. This links back in to the theory of Understanding by Design, which states that units of work

must be designed from assessments and outcomes back through to the lessons and work that students experience.

Constructivism states that knowledge and meaning is constructed from a persons experience, and it is important

that assessable outcomes are used to inform the designing of work when using this theory for teaching and learning

practices. A way to do this is by designing the work through the theory of Understanding by Design, also known as

Backwards Design. This theory states that in order to provide students with deep, meaningful learning that has clear

priorities and is assessable, units of work must be designed from the outcomes and the end assessment tasks back. This

means that rather than developing classes and projects first and then assessing what students have learnt, educators

should design assessment tasks informed by outcomes from the syllabus, and then develop their unit of work around the

goal of meeting those outcomes in the assessment (Mctighe and Wiggins, 2012). Understanding by Design uses

assessment as the main aspect of its overriding ideas, as its main goal when informing teaching and learning is for units
of work to be designed directly back from assessment and outcomes. Assessment is therefore highly important to the

theory of Understanding by Design.

In conclusion, it is important to consider the relationship of assessment with the teaching and learning theories that

educators use to inform their practice. Theories such as Constructivism, Understanding by Design and Piagets theory of

Cognitive Development all link together, and assessment forms an important part of ensuring their ideas and goals are

met.

References

BOSTES. (2013). HSC Assessment - Board of Studies Teaching and Educational Standards NSW.

Retrieved March 19, 2016, from http://www.boardofstudies.nsw.edu.au/hsc_assessment_policies/

Education Psychology Interactive. (2003). Piagets Theory of Cognitive Development. Retrieved from http://209-197-

41-

56.unassigned.ntelos.net/images/stories/library/Stennett_Psychology_Articles/Piagets%20Theory%20of%20Co

gnitive%20Development.pdf

Learn NC. (2008). Project Based Learning. Retrieved from www.learnnc.org/lp/pages/4753

Mctighe, J., & Wiggins, G. (2012). Understanding by Design Framework. Retrieved from ASCD website:

http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf

University of Sydney. (2016). Constructivism - Learning and Teaching - The University of Sydney. Retrieved from

http://sydney.edu.au/education_social_work/learning_teaching/ict/theory/constructivism.shtml