Transcript musical theatre

Eduqas GCSE Music
First teaching: 2016
First assessment : 2018
Specification Overview
Component 1: Performing (30% of qualification)
• Internally assessed, externally moderated
• Minimum of 4 minutes for all performances (maximum 6 minutes)
• A minimum of two pieces, one of which must be an ensemble of one minute
duration
• The second and subsequent pieces may be either solo or ensemble or a mixture
of both
• One piece must demonstrate a link to an area of study
• Technology options available
Component 2: Composing (30% of qualification)
• Internally assessed, externally moderated
• A minimum of 3 minutes for both composition (maximum 6 minutes)
• Two compositions, one of which must be a response to a brief set by WJEC
(released each year on September 1st of year 11)
• The second piece is a free composition for which learners set their own brief
Specification Overview
Component 3: Appraising (40% of qualification)
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Externally assessed listening and appraising examination
One hour 15 minutes duration approximately
Based on the four areas of study
 Musical Forms and Devices
 Music for Ensemble
 Film Music
 Popular Music
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Includes two prepared extracts set by WJEC
 Eine Kleine Nachtmusik, Movement 3, Mozart
 Since You’ve been Gone, Rainbow
Assessment Objectives
AO1 (30%)
Perform with technical control, expression and interpretation
AO2 (30%)
Compose and develop musical ideas with technical control and coherence
AO3 (20%)
Demonstrate and apply musical knowledge
AO4 (20%)
Use appraising skills to make evaluative and critical judgements about music
Assessment Objectives
AO1
Component 1:
Performing
AO2
AO4
30%
Component 2:
Composing
30%
30%
Total
30%
Component 3::
Appraising
Overall weighting
AO3
30%
30%
20%
20%
40%
20%
20%
100%
Subject Content
Musical elements, contexts and language
Musical Elements
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Through the four areas of study, learners will gain knowledge and understanding of
musical elements
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The list at the back of the specification is an exhaustive list of features which
learners should recognise and understand and use in relation to musical elements
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All musical elements can be taught through the four areas of study
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Understanding and use of musical elements will be assessed in all three components
Subject Content
Musical Context
• Through the four areas of study, learners will gain knowledge and
understanding of musical contexts including:
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the purpose and intention of composers, performers and those who
commission music
the effect of the occasion, audience and choice of venue on the way music
is composed and performed
how music is created, developed and performed in different social,
historical and cultural contexts
• Understanding of musical context will be assessed in all three components
Subject Content
Musical Language
• Through four areas of study, learners will gain knowledge and understanding of
musical language including:
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reading and writing treble and bass clef staff notation in simple time
reading treble and bass clef staff notation in compound time
roman numerals for chords I, ii, iii, IV, V and vi in a major key
contemporary chord symbols for chords within a major key e.g. C, Dm,
Em, F G(7) and Am
reading and writing key signatures to four sharps and flats
musical vocabulary related to areas of study
Musical language will be explicitly assessed in Component 3, although
it is hoped that learners will also develop their knowledge and
understanding of musical language through Components 1 and 2.
Subject Content
Areas of study
• There are four areas of study, in line
with DFE subject content requirements
• The areas of study enable teachers to follow an integrated teaching
and learning approach to the three assessed skill areas by providing
opportunities for learners to perform, compose and appraise music
within each area of study
• The areas of study provide opportunities to study music from a range
of genres and styles without expecting learners to develop a
detailed musical chronology
• Each area of study has a specific learning focus whilst the
knowledge and understanding in each is transferrable to the others
Area of study 1: Musical Forms and Devices
Learning Focus: Structure and compositional devices
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100% of teachers who responded to our survey requested
that we retain this area of study from the legacy specification
This area of study focuses on the music of the Western
Classical tradition however, the knowledge, understanding and
skills is vital for and transferrable to the other three areas of study
This area of study is the only one which does not focus on a
specific genre of music and learners may study any genre of
Western Classical music which focuses on binary, ternary,
minuet and trio, rondo, variation and strophic forms
Through studying the specified compositional devices learners will improve their
composition skills
This area of study contains one prepared extract:
 Eine Kleine Nachtmusik, Movement 3, Minuet (and trio), Mozart
Area of study 2: Music for Ensemble
Learning Focus: Sonority and texture
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This is a new area of study which focuses on three styles of music, chamber
music, musical theatre and jazz and blues
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Learners learn the basic characteristics of different kinds of ensembles
including vocal ensembles, jazz trios, rhythm sections, string quartets,
basso continuo and sonatas
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Learners need not develop a detailed chronology of each genre, but they
should learn to recognise the musical combinations outlined in the
specification
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Through studying the specified textural devices learners will improve their
composition skills
Area of study 3: Film Music
Learning Focus: Sonority (timbre and tone colour), texture and
melody
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78% of teachers surveyed requested that we retain Music for Stage
and Screen from the legacy specification and this area of study
incorporates part of that
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As well as focusing on specific elements of music, this area of study
allows learners to consider various musical contexts, specifically, how
composers respond to commissions and the affect of the audience,
time and place
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Film music is a popular genre for learner
composers
Area of study 4: Popular Music
Learning Focus: Sonority, structure, harmony and tonality
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This is a new area of study and focuses on rock and pop, bhangra
and fusion
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There is one prepared extract within this area of study:
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Since You’ve Been Gone, Rainbow
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This area of study reflects learner interest in various
genres of popular music
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Learners need not develop a detailed chronology of
pop music but should recognise basic features of
genres including rock, soul, hip-hop, reggae,
ballad pop and bhangra
Component 1: Performing (AO1 30%)
• Standard is broadly equivalent to grade 3 in GME
• Links to areas of study can be interpreted in a number
of ways
• It is important that the learner’s part is not doubled in
an ensemble
• There is no benefit to playing on more than one
instrument or voice
• Technology options are included but there must still be an ensemble
performance with a live performer
Assessment of Component 1:
AO1 30% of qualification
72 marks
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Each piece is marked out 36 and adjusted using the table on page 31
of the specification
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If more than two pieces are performed, the total mark for all pieces
must be divided by the number of pieces and multiplied by 2 to give a
final mark out of 72
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The pieces can be performed at any time during the final year of the
course, but final recordings must always be one unedited attempt
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There is no limit to the number of attempts learners may have
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The teacher must be present during the recording and the candidate
and teacher must sign an authentication declaration
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It is good practice to mark the work live at the time of performance, but
this is not compulsory and not always possible if the teacher is acting
as accompanist
Assessment of Component 1:
AO1 30% of qualification
72 marks
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Teachers should moderate their own marking within centres, this is
even more important when recordings are made over several days,
weeks or even months
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Pages 31-36 of the specification contain detailed guidance on how to
assess performances with regards to the standard of difficulty of the
piece
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When a piece is on a graded music exam syllabus there is no need
to consult pages 31-36
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If a learner in your class plays an instrument not covered by the list,
please contact WJEC for advice
Assessment of Component 1:
AO1 30% of qualification
72 marks
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Each column within the assessment grid focuses on a specific aspect
of performance and is marked out of 12
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Learners are assessed on
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accuracy of pitch and/or rhythm, tempo and response to
performance directions
technical control of their instrument, equipment or voice
including intonation, their ability to control and manipulate
sonority (tone quality) and projection (dynamics)
expression and interpretation including interpretation of
style, communication with the audience, ensemble skills and/or
balance with pre-recorded tracks
Guidance on assessment is provided in Appendix A of the
specification
Component 2: Composing (AO2 30%)
• Both compositions are composed in response
to a brief, WJEC will set one brief and the
learner sets their own brief for their free
composition
• Set briefs will always contain information
about the occasion and/or the audience
• The composition briefs are designed to allow any number of
different valid responses
• There will always be a choice of four briefs, each one linked to a different
area of study
• It is recommended that each piece is long enough to demonstrate
development of ideas
Assessment of Component 2
AO2 30% of qualification
72 marks
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Each piece is marked out of 36 using the assessment grid on pages 38-39 of the specification
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The free piece may be composed at any time during the course, but the piece composed to a
brief set by WJEC must be composed during the final year of the course as briefs will not be
released until September 1st
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All compositions must be submitted with a score and a recording, although the score does not
need to be fully notated (a detailed lead sheet with a written description can be substituted for
a full score)
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All learners must complete a non- assessed composition log to authenticate the work. The log
will require details such as:
 acknowledgements
 the relationship between the score and the recording
 process evidence
 candidate and teacher signatures
Assessment of Component 2
AO2 30% of qualification
72 marks
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Each column within the assessment grid focuses on a specific
aspect of composition and is marked out of 12
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Learners are assessed on
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creativity and development of musical ideas
technical control of musical elements and resources
structure and stylistic coherence
• There is a table on page 40 of the specification which provides further
guidance for teachers on the assessment of composition
Component 3: Appraising (AO3 20% and AO4
20%)
• The listening and appraising exam focuses on
the four areas of study
• Every year there will be eight questions out
of 12 marks each, two on each area of study
• The prepared extracts will be assessed in every exam, accounting for
two of the eight questions
• The other six extracts will be on unprepared musical extracts
• Questions will always focus on musical elements, musical contexts
and musical language
Assessment of Component 3
AO3 20% and AO4 20% of qualification
96 marks
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48 marks of the exam will focus on AO3 Demonstrate and apply
musical knowledge
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AO3 style questions will include multiple choice, picking out features
from a piece of music and recall of knowledge
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Typical command words will include name, state, identify,
underline, give, pick, insert, define
Assessment of Component 3
AO3 20% and AO4 20% of qualification
96 marks
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48 marks of the exam will focus on AO4 Use appraising skills to
make evaluative and critical judgements about music
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Some AO4 questions will require a longer response, however, there
may still be some multiple choice questions which require critical
judgement or evaluation such as question 8b on the sample
assessment materials where learners must consider more than one
musical feature at a time
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Typical AO4 command words will include, describe, explain, compare,
contrast, complete (missing pitch or rhythm), find the difference
Assessment of Component 3
AO3 20% and AO4 20% of qualification
96 marks
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The sample assessment materials are not an exhaustive account of
what can be asked in the exam, and questions could appear in a
different order. For example, the dictation question could be in any of
the four areas of study
The following things will remain constant:
 the longer response question will always be on an unprepared
extract
 there will always be a dictation score based question based on an
unprepared extract
 there will always be a question on each of the prepared extracts
 the paper will always have 24 marks on each area of study
 the areas of study will always appear in order from 1-4
 musical terminology tested in the exam will be taken only from the
list provided in Appendix C of the specification.
Assessment of Component 3
AO3 20% and AO4 20% of qualification
96 marks
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Things to remember about the exam:
 the dictation question will require learners to write either pitch or
rhythm, not both at the same time
 the dictation question will require learners to write either treble clef
or bass clef, not both at the same time
 the dictation question will always be in simple time
 learners may be asked to write chord symbols in either
contemporary symbols or roman numerals, but not both in the
same question and it will always be from chords I-vi in a major key
only
Assessment of Component 3
AO3 20% and AO4 20% of qualification
96 marks
 learners will be required either to read or to write key signatures
up to four sharps and flats, but not both in the same question
 learners will be required to read compound rhythms, but not write
them
 learners will not be asked for dates or names of composers
outside of the prepared extracts, but they will be expected to
recognise whether a piece is baroque, classical, romantic, rap,
hip-hop, musical theatre etc.
Assessment of Component 3
Exam Technique
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Location on the score must be precise (bar 4, beat 3)
State/explain/describe two features (only the first two answers will be
accepted)
Describe features (learners may offer any number of features and
examiners will pick out correct answers)
Give the full name of the key (B minor would be correct, but B would
not be correct in this case)
Underline/tick (only one answer will be accepted. Where two or more
features are underlined/ticked the answer will be marked wrong, even
if one of the responses is correct).
Tick two (the first two ticks on the list will be marked)
Assessment of Component 3
Understanding the mark scheme
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Unless otherwise stated, there is one mark for each correct response
Brackets are used to show alternative correct answers {…..}
Brackets are also used to show non-essential information (……)
/ is used to show an additional correct response
Indicative content is designed to be exhaustive, however, examiners
are instructed to use their professional judgement when marking
something not included on the mark scheme
The longer response question will have an assessment grid describing
levels of achievement. In this case one mark per comment does not
apply.
Resources for Teachers
Supporting teaching and learning
• We are planning a number of resources to support
teaching and learning. These include:
 Class arrangements of the prepared extracts plus two other
pieces
 Practice questions
 Interactive quizzes focusing on elements of music and areas of
study
 A book on the Areas of Study
 Teacher’s guide
 Term plans
 Facebook
 Subject network groups
Resources for Teachers
Supporting teaching and learning
eduqas.co.uk/qualifications/music/
Free subject specific resources available for all to download from our website
resources.eduqas.co.uk
Free Eduqas digital resources to support the teaching and learning of a broad range of
subjects.
oer.wjec.co.uk
Our free Online Exam Review allows teachers to analyse item level data, critically
assess sample question papers and receive examiner feedback
EXAMINING FOR WJEC EDUQAS
• We value the contribution you as experienced teachers and lecturers make in
assessing students’ work, ensuring that candidates are given a fair result
which accurately reflects their ability
• We appoint examiners to mark externally assessed work and moderators to
review the original marking of teachers for internally assessed components or
units
• We provide face-to-face training for examiners and moderators (appointees)
prior to assessment work commencing
• Our senior examiners and subject officers provide support and advice during
the assessment period
www.eduqas.co.uk/examiners
APPLICATION PROCESS
• Complete an application using the on-line application system available on the
Appointees page of the WJEC website
• Once you have completed the initial registration, please make sure that you
validate your email account so that you can complete the application process
• When you have completed your application, remember to click ‘submit’ on
the homepage, to complete the process
• Remember to inform your referee of your application, as sometimes delays
occur due to referees not completing the reference section
• On rare occasions, applicants may not be accepted due to a lack of relevant
teaching experience
• Applicants may re-apply once they have gained sufficient experience
• Some applicants will be approved, but may have to wait on the reserve list
until a suitable vacancy arises
Any Questions?
Contact our specialist Subject Officers and administrative team for your
subject with any queries.
[email protected] (Subject Officer)
[email protected] (Subject Support Officer)
[email protected] (Subject Support Officer)
@eduqas
eduqas.co.uk