BOSTES 2008 HSC Music 1 Aural Skills - Markers Guidelines and Feedback

In better responses, candidates:

• used musical terminology effectively
• provided a well-structured response and supported observations with detailed references to musical events
• demonstrated a clear understanding of the musical concepts and discussed musical events in detail
• used pitch and rhythm diagrams and notation effectively
• realised the opening section featured rubato and pauses
• discerned the 12/8 or triplet feel of the body of the excerpt
• focused on describing the way the composer maintained interest in the excerpt
• discussed interest by using terms such as unity, contrast, variety, repetition and balance
• made specific references to the music and made many relevant points
• discussed textural changes relating specifically to the musical example
• outlined and described various performance techniques, eg melisma, vibrato, approximate pitch, glissando or improvisation
• identified instruments/sound sources by correct names including vocal terminology, eg choir, soprano or bass.

In weaker responses, candidates:

• provided brief and superficial answers
• used inaccurate terminology
• made little specific reference to the music or the question
• could not describe the vocal aspect of the excerpt in more detail than mentioning a choir and a female lead singer
• heard the opening choral part section as unison
• listed the instruments/sound sources but did not mention their musical role within the excerpt
• provided irrelevant information on other concepts
• used pitch diagrams that were inaccurate or obscure
• used descriptive and emotive language rather than musical terminology (eg ‘mood makes us excited’, ‘sounds like Christmas’)
• discussed the lyrics of the song, the band Queen or the film Happy Feet
• listed the concepts of music, without referring to the music itself.