17465016 Assessment One Curriculum 2A - Music

Contents

Marking Guidelines and Subsequent Gradings of Students – Page 2 - 31

Rankings Table – Page 32

Statement on Assessmnent – Page 33 - 34

Reference List – Page 35

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17465016 Assessment One Curriculum 2A - Music

Part A – Question

Excerpts taken from Thulele Mama by Coco’s Lunch.

“Discuss the phrasing and texture of excerpt (a).

Marking Criteria – Part A

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

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17465016 Assessment One Curriculum 2A - Music

Part B – Question

Excerpts taken from Thulele Mama by Coco’s Lunch.

“With reference to the musical concepts, discuss the contrasts between excerpts (a) & (b).

Marking Criteria – Part B

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

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17465016 Assessment One Curriculum 2A - Music

Student 1 – Part A Response

Assigned Mark – 3/6

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:

You have done a good job at noting the changes in texture through your identification of the
monophonic and homophonic elements of the piece. You also correctly identified the initial
monophonic voice as being soprano. Furthermore, your last point indicates that you are aware
of the role of repetition in the piece and that it is varied through changes in texture. Good job.

Suggestions for Improvement:

Your answer could be improved by being more specific in your answers and providing more
detailed examples of how the elements you have identified are present within the piece. For
example, you have said that there is added texture throughout the song but have neglected to
mention how the texture has been added. Another example is your description of the female
singer as being ‘strong’ – in what ways does her performance indicate this through the way
texture and phrasing is addressed in the piece? Being more descriptive in your answers will
improve your mark, as it is clear you have the capacity to identify a lot of the fundamentals in
your answer. As a last point, while you have noted that there is percussion throughout the
piece, it has been incorrectly identified as a cowbell which is unpitched, when the percussion
used (Agogo bell) has two distinct pitches.

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17465016 Assessment One Curriculum 2A - Music

Student 1 – Part B Response

Assigned Mark – 5.5/8

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
You have done a great job at identifying the changes in note values and provided valid
examples of where this was the case (lead and accompaniment singers). Excellent job at
pointing out the implementation of ‘melisma’ and ‘chromaticism’ as it is a key feature of this
excerpt. Additionally, you have correctly identified the use of crescendos and extended note
values in the harmonic accompaniment towards the end of the piece. Your answer also
indicates that you are aware of increased notes in the percussion instruments as opposed to its
more withdrawn presence in the first excerpt. Great work.

Suggestions for Improvement:

Your comparison between the excerpts regarding the textural layering is a little bit
misinformed. While you are correct in your observation that the entry of the instruments in
the excerpts are staggered in some capacity, you incorrectly described the combination of
instruments as polyphonic (2 separate but simultaneous melodies) when the second excerpt is
clearly homophonic (1 melody over the accompanying harmony). As I have said above, you
correctly identified that changes to note values was a key feature of this piece, however you

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17465016 Assessment One Curriculum 2A - Music

have let this be repeated too often in your answers. Your mark could be improved by a more
thorough examination of the other concepts of music rather than focusing on duration as
much as you have.

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17465016 Assessment One Curriculum 2A - Music

Student 2 – Part A Response

Assigned Mark – 4.5/6

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
You have correctly identified the staggered entry approach to composition that the group has
utilized and took note of the fact that the voices are singing the same phrase repeatedly,
sometimes in unison. Furthermore, you have done an excellent job at recognizing the
introduction of a lower register in one of the voices and its role in thickening the textual
layers. It was also very attentive of you to recognize the repeated ostinato/motif provided by
the percussion throughout the piece. Great observations.

Suggestions for Improvement:

While you indicated that you were aware of the staggered entry approach, your answer would
have been stronger had you formally labelled its transition as being from a monophonic
texture to a homophonic texture. The voice was incorrectly identified as a Capella when it is
in fact a soprano. A greater focus on rhythm would have raised your mark as well, such as
correctly identifying the meter as 12/8 or providing a discussion on the use of syncopation in
the song. Furthermore, while your answer suggested you were aware of repetition, your
answer could have been strengthened by a more in-depth examination of how repetition helps
facilitate the musical phrasings and textual layering.

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17465016 Assessment One Curriculum 2A - Music

Student 2 – Part B Response

Assigned Mark – 6/8

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
You have done an excellent job at recognizing the use of improvisation by the lead voice in
this excerpt, as well as making note of the extension of her pitch range. It was great that you
also added that this was facilitated using an expressive technique (glissando). You have also
correctly identified the aspects of this excerpt that are homophonic in nature, such as the fact
that accompanying voices are providing harmony through longer, sustained notes. In addition
to this, you made a good observation in that the lead voice often raises her pitch as she gets
louder. Great effort.

Suggestions for Improvement:

While you have made some great observations in your answer regarding the new excerpt, you
missed an opportunity to really draw some strong comparisons between the two excerpts
overall. The basis for Part B is to draw contrasts between the two, however your answer
mostly relies purely on new observations in the Part B excerpt (with some exceptions).
Examples of some of the comparisons you could have made based on your answers include
the inclusion of improvisation in Excerpt B but its absence in Excerpt A. You also could have

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17465016 Assessment One Curriculum 2A - Music

made more comparisons between the accompaniments, such as differences in register and
note duration. You also briefly touched upon the use of expressive techniques in Excerpt B
but neglected to mention examples in Excerpt A.

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17465016 Assessment One Curriculum 2A - Music

Student 3 – Part A Response

Assigned Mark – 2.5/6

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
You have done a good job at identifying the texture as being built gradually through the
staggered entry of the instruments. In addition to this, you correctly identified the piece as
progressing towards a homophonic texture and hinted that you were aware of the use of
repetition in the phrasing of the piece. Lastly, while you have incorrectly identified the
percussion as a xylophone, you have at least recognized that the percussion is a pitched
instrument (Agogo bell) rather than an unpitched instrument (e.g. Cowbell). Good work.

Suggestions for Improvement:

Given that your answer is a bit short, you unfortunately have missed an opportunity to really
explore what has been asked of you in this question. Examples of what you could have
discussed include the role of the percussion (repeated motif, staccato), rhythm/meter,
syncopation, and the pitch and register of the voices.

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17465016 Assessment One Curriculum 2A - Music

Student 3 – Part B Response

Assigned Mark – 6.5/8

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
Excellent work in identifying the use of improvisation in the lead voice as well as the
thickened texture due to the inclusion of more instruments. You have provided an adequate
number of examples of expressive techniques in this new excerpt, most notably the
identification of melisma and vibrato. Despite the incorrect labelling of the instruments,
another good observation you have made is of the change in instrument roles regarding the
rhythm, where it is no longer the Agogo bell primarily providing the pulse and is instead now
provided by the Djembe drum. Furthermore, you made a great observation in noting the
extension of pitch range in the lead’s voice in Excerpt B as opposed to in Excerpt A. Solid
effort.

Suggestions for Improvement:

Your comments on the use of duration being shorter need some supporting notes, as evidence
points to the duration of different aspects of the music being longer – e.g. longer note values

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17465016 Assessment One Curriculum 2A - Music

provided by both the lead and accompaniment. Another clarification you could have made in
your answer is in regard to your comments on form – you are correct in identifying that the
form of each excerpt are different but you unfortunately did not provide any evidence or
examples of how this is established in the excerpts – e.g. Excerpt A is split into 5 sections as
opposed to the 2 sections in Excerpt B. Your statement regarding polyphony is also
misinformed and should be amended to say that it is homophonic in nature, as it is the lead
voice over an established, repeated accompaniment.

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17465016 Assessment One Curriculum 2A - Music

Student 4 – Part A Response

Assigned Mark – 3.5/6

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
You have done a great job at identifying the role of repetition in the piece as provided by the
percussion as well as the repetition of the vocal phrase throughout the excerpt. Furthermore,
you have correctly observed that the piece begins with a monophonic texture before more
layers are introduced. Good work on making note of the use of unison between the vocal
layers, as well as the utilization of staccato at the end of some of the vocal phrasings (e.g. thu
thu thu).

Suggestions for Improvement:

You could have improved your answer through the inclusion of notes regarding the time
signature and pulse of the excerpt (12/8). Furthermore, while you have identified that there
are two independent melodies present at one point during the excerpt (polyphonic), you did
not make note of the presence of the homophonic texture in the piece. Also regarding the
rhythm, there were examples of syncopation present in the piece that could have been
reflected upon. Your mark could also be improved by being a bit clearer about how your
ideas are represented in the excerpt – some of your answers are a big vague in terms of where
they are prevalent within the song (e.g. “there is a repeated phrase throughout the whole
song”, “2nd part of phrase is short”). If you can be more specific about where your ideas have
originated from you can definitely expect a higher mark.

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17465016 Assessment One Curriculum 2A - Music

Student 4 – Part B Response

Assigned Mark – 6/8

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
Great recognition of expressive techniques in this excerpt such as melisma as well as general
increases and decreases in volume across the different sound sources. Furthermore, you have
correctly made note of the longer duration and note values of the voices, It was great of you
to notice that the percussion has thickened in texture through the addition of new instruments
as opposed to its singular presence in the first excerpt. Good effort.

Suggestions for Improvement:

Your mark could have been improved by commenting on how the form of each excerpt
differs from the other – (5 sections vs 2 sections). Also, you made note of repetition in your
answer to Part A but didn’t draw and comparisons to its use in Excerpt B, which is not as
prevalent and instead focuses on improvisation. Furthermore, you made note of the repetition
of the vocal phrase in your first answer but didn’t note that the repeated vocal phrase
(‘Thulele’) has now been removed from the new excerpt. You did make note of a harmonic
presence in your answer but a more direct identification of a homophonic texture in Excerpt
B would have been a better response.

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17465016 Assessment One Curriculum 2A - Music

Student 5 – Part A Response

Assigned Mark – 3/6

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
You have done a good job at recognizing the staggered entry of the instruments and what this
means for the textual layering of the excerpt. You have also done well in recognizing that the
percussion does not change its note structure and repeats for the whole of the excerpt. Good
work on correctly identifying the presence of a homophonic texture within the piece. While
the time signature you have presented is incorrect (12/8 is the correct answer), good job on
making an attempt to count out this difficult rhythm, something that is lacking in a lot of the
answers for this question.

Suggestions for Improvement:

Your answers are a little bit confusing to read in the way that they’ve been structured. Given
your style in answering this question, you might find that listing them in dot point form will
help solidify some of the examples and observations you are trying to make. You’ve
indicated that the phrasing has examples of call and response but have not provided any
evidence. You have tried to map out the introduction of the textural layers and sound sources,
but your answer needs to be more refined so as not to be confusing. Perhaps a better approach
would be to dedicate one dot point or sentence to the staggered entry portion of your answer
such as:

 Agogo Bell/Percussion  Lead Female voice (melody)  Harmonic Accompaniment

(Second Female Voice)  Third Male Voice (counter melody)

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17465016 Assessment One Curriculum 2A - Music

Student 5 – Part B Response

Assigned Mark – 3/8

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
You have done a good job at recognizing that there is a separation between the lead female
voice that provides the melody and the backing vocals that have a harmonic role, thus
fulfilling the harmonic texture of the piece. Furthermore, you have made a correct
observation in noting that the texture in this excerpt is more layered in contrast to the first
excerpt. Good work.

Suggestions for Improvement:

Unfortunately, your answer is lacking in specificity and detail which is why you have been
marked down significantly. There are some good ideas here, but they are not fleshed out
enough to warrant extra marks as there are a lot of examples of there being no evidence to
support your assertions. An example of this is your identification of the use of expressive
techniques (glissandos and vibrato), however you do not provide us with which sound source
is responsible for using these articulations. Another example includes your assertion that
some notes are shorter and that the form is different – while there may be portions of both of
these in the excerpt, you need to explicitly state how it is utilized in the song. Furthermore,

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17465016 Assessment One Curriculum 2A - Music

you have made some erroneous observations, such as that the “dynamics pretty much stay the
same throughout” – you must account for the dynamics on both a micro and macro level in
your observations. There are examples of crescendos in the harmonic accompaniment and
rises in volume by the lead voice as she explores the higher parts of her register.

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17465016 Assessment One Curriculum 2A - Music

Student 6 – Part A Response

Assigned Mark – 2/6

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
You have done a good job at noting the gradual thickening of the texture through the
staggered entry of the instruments. While you could have been a bit more specific, you have
done well to identify the presence of syncopation in this excerpt. I also quite liked your
comparison between the percussion and the lead voice regarding their note values and
articulation. Interesting observations.

Suggestions for Improvement:

You could have improved your mark through a more detailed analysis of the texture. While
you did observe the use of staggered entry as a compositional technique, you did not make
note of the progression from monophonic layering to homophonic layering. As I mentioned
above, you could have been more specific about how syncopation was utilized in the piece
and how it affects the pulse of the excerpt – you would have done well to include to some
observations about the meter of the piece as well (12/8). Repetition was also a compositional
tool that was utilized in a variety of ways (e.g. repeated vocal phrase, the percussion motif).
While you identified the presence of a number of vocal sound sources, it would have been
beneficial to explore their roles more thoroughly (such as lower registers and the use of a
counter melody).

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17465016 Assessment One Curriculum 2A - Music

Student 6 – Part B Response

Assigned Mark – 7/8

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
This is an excellent response as you have made a number of great comparisons between the
two excerpts. You are correct in your assessment of the texture – it has thickened with the
introduction of more accompanying instruments. Also, you made a great observation
regarding the utilization of improvisation and chromaticism in the lead vocal melody. Great
comparison between the two excerpts regarding the use of expressive techniques as well as a
unique description of the lead singer’s ‘nasally’ technique. I really like how you recognized
the changes in dynamics when the lead singer explored the higher and lower registers.
Excellent work.

Suggestions for Improvement:

You have provided an excellent response, but it was brought down by a couple
incorrect/unfounded observations. For example, you asserted that the texture has already been
build and does not change throughout the duration of the excerpt, however you will find upon

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17465016 Assessment One Curriculum 2A - Music

listening to the piece again that some percussion layers are added about halfway through the
piece. Furthermore, syncopation is not quite as rampant in Excerpt B as you described but is
more prevalent in the first excerpt. While your responses are very good overall, be sure that
you are clear in your comparisons between the two excerpts and don’t get trapped into
describing just the one new excerpt – contrasts between the two are critical, make this a
recurring them in all of your points.

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17465016 Assessment One Curriculum 2A - Music

Student 7 – Part A Response

Assigned Mark – 5.5/6

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
Great observation regarding the utilization of repetition regarding the percussion instrument
and how its phrase is repeated throughout the duration of the excerpt. Furthermore, you have
also correctly identified the staggered entry approach that the composer has taken in regard to
introducing the sound sources. You also have made some interesting observations regarding
the role of harmony in the piece, specifically in terms of how harmony builds with the
introduction of the vocal layers. Good recognition of syncopation in the various sound
sources, as well an excellent observation of the presence of the four-bar repeated phrase.
Fantastic work.

Suggestions for Improvement:

You correctly identified the entry of the instruments and made note of how they changed
throughout the piece, but it would have benefitted your response to have labelled them with
the corresponding terminology – e.g. monophonic and homophonic textual layering. You
incorrectly identified the percussion as an unpitched percussion instrument (cowbell) when it
should have been a pitched percussion instrument (Agogo bell). Furthermore, you have
identified the piece as being in 4/4 timing when it is in 12/8.

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17465016 Assessment One Curriculum 2A - Music

Student 7 – Part B Response

Assigned Mark – 7/8

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
You have done an excellent job at making sure your responses use consistent comparisons
between the two excerpts rather than focusing solely on the new excerpt. I really like your
recognition of how duration has been utilized in excerpt B, where you note that the harmony
remains largely unchanged from the first excerpt, but the lead soprano voice has now
extended the duration of her notes and coloured her vocals with several articulations (e.g.
melisma). It’s good that you thought to explore the tone colour in response regarding the
excerpts and how it is affected by the register of the female voice and change in rhythmic
accompaniment. The absence of the staggered entry approach as was present in the first
excerpt is a good observation too. Excellent work.

Suggestions for Improvement:

An aspect of Excerpt B that you didn’t identify was the overt us of improvisation provided by
the lead voice. This would have made a great comparison to Excerpt A which was largely

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17465016 Assessment One Curriculum 2A - Music

focused on repetition and not experimentation. You also could have improved your mark
through the incorporation of the relevant musical terminology that relates to the ideas that
you have brought forward – e.g. homophonic layering. While you commented on the
composer’s approach to texture in a variety of ways, you didn’t make the clear observation
that Excerpt B was thicker in texture than Excerpt A.

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17465016 Assessment One Curriculum 2A - Music

Student 8 – Part A Response

Assigned Mark – 1.5/6

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
Good job at correctly identifying the instruments as coming in as staggered entries. I also
liked that you described the sound quality of the percussion of as metallic. It was good of you
to recognize that the word ‘mama’ indicated the end of the vocal phrase.

Suggestions for Improvement:

You could have improved your mark by being more specific about what the roles of the
instruments are and how this informs the layering of the piece. For example, you note that
one voice is added after the initial percussion gesture but do not identify it as the sound
source that provides the melody. Furthermore, while you state that there is a delayed
introduction of the instruments, you do not identify the relationship between the melody and
the harmonic accompaniment (homophonic texture). You also could have made note of some
of the vocal techniques that facilitate the quality of the textual layers (e.g. the prevalence of
unison and the introduction of the vocal counter melody). Comments on the register of the
vocal layers would have helped raise your mark as well.

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17465016 Assessment One Curriculum 2A - Music

Student 8 – Part B Response

Assigned Mark – 3.5/8

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
You did a great job at identifying the thickened texture with the introduction of additional
rhythmic instruments. Identifying the improvised nature of the lead voice and how it is more
at the forefront of the piece than in Excerpt A was an interesting observation. Good job in
noticing the increased utilization of crescendos in the second excerpt. You also interestingly
made note of how the repeated harmonic layer that begins someway into the piece (that
provides the basis for the melody’s improvisation) is a repeated vocal phrase from the
opening words in the second excerpt. Interesting observations.

Suggestions for Improvement:

You could have improved your mark by a more thorough examination of the contrast
between the two excerpts in their approach to duration. For example, Excerpt B increases the
note values a great deal in comparison to the melody from the first excerpt. It also would
have been beneficial to make mention of how the structure of each excerpt is inherently

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17465016 Assessment One Curriculum 2A - Music

different – for example, Excerpt B is split into 2 sections while Excerpt A is in 5 parts.
Furthermore, you noted that there were no evident textual variations in the second excerpt but
you’ll find that more percussive instruments enter the piece about halfway through the
excerpt (e.g. Caxixi).

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17465016 Assessment One Curriculum 2A - Music

Student 9 – Part A Response

Assigned Mark – 6/6

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
Great identification and description of how texture is approached in this excerpt – you
provided a clear outline of how the sound sources gradually enter the piece (staggered
entries). You also did a great job at assigning the sound sources their role within the piece
(melody, harmonic accompaniment etc). Fantastic effort in identifying the time signature as
3/4 (can also arguably be counted as 12/8). Furthermore, you correctly identified the fact that
the rhythmic accompaniment provided by the percussion is a phrase that is repeated from
start to finish. It was also a great observation to that the piece utilizes a four-bar repeated
phrase. Fantastic effort.

Suggestions for Improvement:

Your answer would be stronger with the addition of the correct terminology to reinforce your
points about texture – for example, the progression from monophonic layering to
homophonic layering. Furthermore, you did identify that the second voice to enter does
harmonise with the lead voice, but it would have been better to point out that unison helped to
facilitate this.

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17465016 Assessment One Curriculum 2A - Music

Student 9 – Part B Response

Assigned Mark – 7/8

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
Great descriptions of the lead voice in Excerpt 2 – you correctly identified the improvised
nature of her performance as well as the wider vocal range in comparison the first excerpt.
You also made note of how the texture has been thickened in this excerpt through the
utilization of duration through the increase of note values. You also noted that the texture has
thickened with the incorporation of more percussive instruments (although retaining their
syncopated nature) in the rhythm section. In addition to this, you made a good observation
regarding the form of the piece and how this excerpt differentiates the melody through
several expressive techniques and articulations (e.g. melisma) that were absent in the first
excerpt. Excellent response.

Suggestions for Improvement:

A couple of your points would have been stronger had you reinforced them with some more
examples from the excerpts. For example, you note that repetition is prevalent in the second

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17465016 Assessment One Curriculum 2A - Music

excerpt but neglect to mention how it is utilized and by what sound source. In addition to this,
you state that the texture remains the same although this isn’t the case given that an additional
percussive instrument enters the excerpt about halfway through (Caxixi). Your answer, while
it did touch upon the form the piece, could have benefitted from a more detailed description
of how the sections of each excerpt contrast with one another (5 sections in Excerpt A vs 2
sections in Excerpt B).

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17465016 Assessment One Curriculum 2A - Music

Student 10 – Part A Response

Assigned Mark – 1/6

Criteria Marks

 Describes in detail the use of phrasing and texture in this excerpt 6

 Demonstrates a developed aural understanding

 Describes in some detail the use of phrasing and texture in this excerpt 4-5
 Demonstrates a competent aural understanding

 Describes some of the uses of phrasing and texture in this excerpt 2-3
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
Good work at identifying the harmonic role of some of the vocal layers. Great job at your
identification of three separate vocal sound sources and your correct labelling of the main
melody as a soprano voice. Despite it being the wrong percussive instrument, you also
correctly made note of how the percussion provides the rhythm of this excerpt.

Suggestions for Improvement:

Unfortunately, your answer is lacking in a lot of respects and does not capture the essence of
what the question has asked of you. You could have built upon your identification of the
three voices by detailing their roles within the piece (melody, harmonic accompaniment,
counter-melody). You also could have made note of how the sound sources enter one at a
time (staggered entries) and that this forms the basis for the excerpts progression from a
monophonic texture to a homophonic texture. You also missed an opportunity to discuss the
use of syncopation in the rhythm section as well as the application of repetition as a
compositional tool in the excerpt. Furthermore, your identification of an alto, soprano and
male tenor voice only hints at how pitch is used in the piece – you need to build upon this by
discussing how register has been used.

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17465016 Assessment One Curriculum 2A - Music

Student 10 – Part B Response

Assigned Mark – 1.5/8

Criteria Mark

 Explains in detail how the musical concepts are contrasted in these 8

excerpts
 Demonstrates a highly developed aural understanding, using well
supported observations and appropriate examples

 Explains in some detail how the musical concepts are contrasted in these 6-7
excerpts
 Demonstrates a developed aural understanding, using appropriate
observations and examples

 Explains how the musical concepts are contrasted in these excerpts 4-5
 Demonstrates a competent aural understanding, using observations and
examples

 Demonstrates a basic understanding of how the musical concepts are 2-3

contrasted in these excerpts
 Demonstrates a basic aural understanding

 Demonstrates a limited aural understanding 1

Strengths:
Correctly attributed the rhythmic accompaniment to the percussion instrument. You also do
note that the texture is more cohesive and consistent in this excerpt as opposed to the gradual
thickening in the first excerpt. While it would have been better to be more specific in your
notes, you did suggest that the range is ‘higher’ which I would infer to mean that you
recognize that the lead vocal melody explores more of her register.

Suggestions for Improvement:

Given the wide scope of the question (referencing the musical concepts), there unfortunately
just isn’t enough in your answer to warrant a higher mark. Recognition of a thicker texture
through added instruments and an overarching homophonic texture would have been one way
to raise your marks. Duration was also a concept of music that could have been contrasted
heavily between the excerpts. For example, Excerpt B utilizes longer note durations which
are also coloured with different articulations such as melisma. A focus on the structure in
each excerpts could have been another point of focus, as there are 5 identifiable sections in
the first excerpt as opposed to the 2 sections in the second excerpt. Contrasts between other
articulations and expressive techniques such as glissando and vibrato could have been an
interesting response to explore too.

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17465016 Assessment One Curriculum 2A - Music

Overall Rankings and Marks

Rank Student No. Part A Mark Part B Mark Overall Mark

1st 9 6/6 7/8 13/14
2nd 7 5.5/6 7/8 12.5/14
3rd 2 4.5/6 6/8 10.5/14
4th 4 3.5/6 6/8 9.5/14
5th 3 2.5/6 6.5/8 9/14
6th 6 2/6 7/8 9/14
7th 1 3/6 5.5/8 8.5/14
8th 5 3/6 3/8 6/14
9th 8 1.5/6 3.5/8 5/14
10th 10 1/6 1.5/8 2.5/14

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17465016 Assessment One Curriculum 2A - Music

The relationship between assessment, teaching and the learning theories that inform them

The nature of assessment in the educational assessment has changed dramatically over the
years and is inexplicably broad in what it can yield about the effectiveness of our educational
practices and student’s learning abilities. While on the surface assessments may appear to
simply be a method for teachers to ascertain their student’s aptitude, it would be a disservice
to not consider how the evolution of learning theories and their application in the assessment
making process has helped to inform and improve teaching methods. A variety of researchers
and scholars have continued to develop and test a variety of learning theories that have been
designed to expand what can be accomplished through assessment.

An example of one of the vast applicable learning theories can be found in an analysis of
Vygotsky’s sociocultural theory and its application in dynamic assessment. Many learning
theories have been cultivated in direct opposition to the application of standardized testing,
which is considered by some to “reduce the scope and quality of course content, diminish the
role of teachers, and distance students from active learning” (McNeil, 2002, p. 3). One of the
alternatives to standardized testing can be found in the concept of ‘Dynamic Assessment’
(DA) as derived from Vygotsky’s sociocultural theory. This type of assessment can be
understood as a means of conducting a language test to determine and illustrate skills and
development on an individual level (Daneshfar & Moharami, 2018). Vygotsky and supporters
of his approach to educational learning theories assert that DA assists in the establishment of
a person’s ‘Zone of Proximal Development’ (ZPD), which can be understood as the bridge
between what a child can learn to do on their own and what they can learn with the assistance
of a mentor or educator. In discovering a student’s ZPD through DA, educators can better
facilitate a positive and more effective learning environment in their classrooms.

However, this is just one approach to assessment and we need only look to other researchers
to learn how dynamic and complex the relationship between learning theories, teaching and
assessment really is. An example of this can be found in the meta-analysis that was conducted
to determine the effectiveness of alternative assessment techniques, such as portfolios,
diagnostic-branched trees, structured grids and peer assessment. The results indicated that a
varied approach to assessment design can lead to improvements in student engagement and
have significantly positive effects on student’s academic achievement (Gozuyesil &
Tanriseven, 2017). The findings of Vygotsky and numerous other educators and researchers
should hint at the multidimensional nature of assessment and what its design and subsequent
implementation can mean for students.
To better understand how our own country approaches learning systems and their effect on
the designing of assessments, we can look to the relevant teaching standards as outlined in the
Australian Professional Standards for Teachers (APST). Standard 2.3 helps to inform
practicing teachers of the importance of dynamic and effective assessment, curriculum and
reporting so that they may facilitate an effective learning environment for their students
(AITSL, 2017). Furthermore, standard 5.1 encourages both formal and informal approaches
to assess the effectiveness of student learning, as well as the implementation of diagnostic,

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formative and summative methods in the classroom (AITSL, 2017). Based on the research, if
teachers want to be able to ascertain the capabilities of their students and improve their
pedagogy, practicing teachers should utilize a dynamic approach to teaching and assessment
design. It should be informed by the incorporation, or at least consideration of, research
findings and evidence that examine the effectiveness of assessment through the scope of
various learning theories that best suit their teaching style.

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Reference List

AITSL. (2017). Aitsl.edu.au. Retrieved 30/08/2018, from

https://www.aitsl.edu.au/teach/standards

Daneshfar, S., & Moharami, M. (2018). Dynamic Assessment in Vygotsky’s Sociocultural

Theory: Origins and Main Concepts. Journal of Language Teaching and Research, 9(3), 600-
607.

Gozuyesil, E., & Tanriseven, I. (2017). A Meta-analysis of the Effectiveness of Alternative

Assessment Techniques. Eurasian Journal Of Educational Research (EJER), (70), 37-56.
Doi: 10.14689/ejer.2017.70.3

McNeil, L. (2002). Contradictions of school reform: Educational costs of standardized

testing. Routledge.

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