Scaffold

Year: 2012

Concept(s): All concepts, Contrast, Unity

Topic / genre: Film music

Composer / artist: Burkhard Dallwitz

Excerpt title: Kate and Tilly's Waltz

Excerpt length: 1:28

Question:

04. Explain how UNITY and CONTRAST are achieved in this excerpt?

Question 4

Criteria	Marks
Explains in detail how unity and contrast are achieved, and selects appropriate examples to support response Demonstrates a high level of aural understanding with well-supported observations, including detailed descriptions of musical concepts Answer may contain some inaccurate observations	7-8
Explains how unity and contrast are achieved and selects mostly appropriate examples to support response Demonstrates aural understanding with observations, including descriptions of musical concepts Answer may contain inaccurate observations	5-6
Explains some points about how unity and contrast are achieved Demonstrates some aural understanding with some observations, makes generalisations and may provide supporting examples	3-4
Demonstrates limited aural understanding of how the concepts are used to create unity and contrast	1-2

In better responses, candidates:

demonstrated an understanding of unity and contrast, providing supporting examples
referred extensively to the concepts of music, often using the structure of the extract as a basis for explaining how unity and contrast were achieved in relation to other concepts
used musical terminology appropriately and identified performing media accurately
provided well-organised and succinct responses that balanced unity and contrast across a range of performing media
elaborated and supported their comments with clear explanations
supported their explanation with appropriately labelled diagrams/rhythmic notation.

In weaker responses, candidates:

demonstrated a lack of understanding of how to approach a question on unity and contrast and provided few supporting examples in their answer
provided brief, superficial responses that made minimal reference to the concepts of music or provided lengthy rambling responses that did not answer the question
described musical events without reference to either unity or contrast
did not identify performing media accurately and used musical terminology inaccurately
demonstrated poor writing skills with incoherent or irrelevant comments
used emotive language, story telling and value judgements at the expense of musical analysis
provided responses that were disorganised, with meaningless or unlabelled diagrams.

2012 Q4 - HSC Music 1 aural exam revision