Level 3 Making Music Internal Assessment Resource

Internal assessment resource Making Music 3.1 for Achievement Standard 91416

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Internal Assessment Resource

Making Music Level 3

This resource supports assessment against:
Achievement Standard 91416
Perform two programmes of music as a featured soloist
Resource title: Blow your own trumpet
8 credits
This resource:

Clarifies the requirements of the standard
Supports good assessment practice
Should be subjected to the school’s usual assessment quality assurance process
Should be modified to make the context relevant to students in their school environment and ensure that submitted evidence is authentic

Date version published by
Ministry of Education / December 2012
To support internal assessment from 2013
Quality assurance status / These materials have been quality assured by NZQA. NZQA Approved number A-A-12-2012-91416-01-6217
Authenticity of evidence / Teachers must manage authenticity for any assessment from a public source, because students may have access to the assessment schedule or student exemplar material.
Using this assessment resource without modification may mean that students’ work is not authentic. The teacher may need to change figures, measurements or data sources or set a different context or topic to be investigated or a different text to read or perform.

Internal Assessment Resource

Assessment StandardMaking Music 91416: Perform two programmes of music as a featured soloist

Resource reference: MakingMusic 3.1

Resource title: Blow your own trumpet

Credits: 8

Teacher guidelines

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Teachers need to be very familiar with the outcome being assessed by Achievement Standard Making Music 91416.The achievement criteria and the explanatory notes contain information, definitions, and requirements that are crucial when interpreting the standard and assessing students against it.

Context/setting

This activity requires students to perform two programmes of music as a featured soloist in front of an audience. They will perform individually but may work in groups to plan the details of the concert.

Students will be assessed on the quality of their performances, as determined by how effectively and convincingly they perform.Consider the overall impact of both performances rather than placing emphasis on small technical inaccuracies or minor errors.

Conditions

This assessment activitywilloccur at a point in the year whenstudents are ready to perform. If students are planning the performance,an allowance of in-class and out-of-class time should be provided in which to do this.

Resource requirements

Access to audio-visual recording equipment
Access to instruments.

Additional information

None.

Internal assessment resource Making Music 3.1 for Achievement Standard 91416

PAGE FOR STUDENT USE

Internal Assessment Resource

Achievement Standard Making Music 91416: Perform two programmes of music as a featured soloist

Resource reference: Making Music 3.1

Resource title: Blow your own trumpet

Credits: 8

Achievement / Achievement with Merit / Achievement with Excellence
Perform two programmes of music as a featured soloist. / Perform two programmes of music effectively as a featured soloist. / Perform two programmes of music convincingly as a featured soloist.

Student instructions

Introduction

This assessment activity requires you to perform two programmes of music at two different concerts (one programme at each concert).

Teacher note: You may choose to set the format of the concert. Alternatively, you may let students play a leading role in the organisation of the concerts. Possible concert opportunities include:

-lunchtime concerts at school

-community performances, e.g. at retirement villages

-evening concerts at school for friends and family

-prize-givings

-fundraising concerts.

You will be assessed on how effectively and convincingly you perform.

Task

You will perform as a featured soloist at two different concerts. You may choose to do as many mock performances as your teacher allows in order to receive feedback. Your two programmes of music will be assessed holistically.

Your programmes will include approximately 10-15 minutes of music altogether. One programme may include between one and three pieces of music. If you only play one piece in your programme, perform more than one movement of the piece.

You may be able to perform at a school or community concert. Alternatively, your teacher may require you to play a leading role in organising a suitable event at which to perform.Perform your two programmes of music in front of an audience.

This assessment activitywill occur at a point in the year when you are ready to perform, in negotiation with your teacher.

Your choice of repertoire should show variation between styles and tempi and should be difficult enough that it allows you to demonstrate imagination, creativity, and musicianship. Have your pieces approved by your teacher in advance to ensure that they are suitable for this standard.

Your performances will be filmed for assessment. A written score or professional audio recording must be submitted to your teacher before your assessment so that they can assess your accuracy against it.

You may be accompanied or unaccompanied. Your accompaniment, should you choose to haveany, may be a small group. Make sure you can be easily seen and heard and play a uniquely identifiable part.

Internal assessment resource Making Music 3.1 for Achievement Standard 91416

PAGE FOR TEACHER USE

Assessment schedule: Making Music 91416 Blow your own trumpet

Evidence/Judgements for Achievement / Evidence/Judgements for Achievement with Merit / Evidence/Judgements for Achievement with Excellence
The student has performed two programmes of music as a featured soloist.
To do this, they have:

demonstrated technical skills and a level of musicianship appropriate to a fifth year of study through group itinerant lessons:

e.g. a drum student shows that they can perform with consistency. Repeated rhythms are the same each time and some changes in dynamics are audible. The student is able to negotiate fills without disrupting the beat.

performed with some understanding of phrasing and intonation and performed all performance directions:

e.g. a brass student breathes between phrases throughout their performance. They start in tune and maintain this for most of the performance. They demonstrate a range of different articulations, as are indicatedin the original material.

presented themselves with some confidence and shown a clear understanding of performance etiquette:

e.g. the student introduces themselves clearly and knows the title and composer of their pieces. They have reasonable posture appropriate to their instrument. They acknowledge applause at the end of their performance in an appropriate manner.
The examples above relate to only part of what is required, and are just indicative. / The student has performed two programmes of music effectively as a featured soloist.
To do this, they have:

demonstrated consistent technical skills and secure musicianship:

e.g. a drum student performs with confident consistency. They demonstrate a few different rhythms, and each repetition of the same rhythm is exactly the same. There is a marked difference between contrasting dynamic sections, as indicated by the original material. The student plays basic fills easily, incorporating them into the flow of the music.

performed with a sense of style throughout their performance and appropriately communicated the composer’s intention:

e.g. a brass student breathes between phrases and uses dynamics to further emphasise the phrases in the music. They use a range of articulations to communicate the intentions of contrasting genres or styles of music. They are generally in tune throughout the performance.

engaged the audience in their performance and shown confidence as a performer:

e.g. the student introduces themselves and their pieces with confidence. They have good posture and appear self-assured in their ability as a performer. They make some attempt during the performance to engage the audience, and acknowledge applause at the end of it in an appropriate manner.
The examples above relate to only part of what is required, and are just indicative. / The student has performed two programmes of music convincingly as a featured soloist.
To do this, they have:

demonstrated convincing technical skills and musicianship, allowing for freedom of expression:

e.g. a drum student performs with precision but not stiffness. They perform a range of different rhythms with ease and interpret the music to include their own dynamics, which subtly enhances the music. They incorporate fills and ornaments at appropriate times and work these seamlessly into the piece.

interpreted their piece with imagination, creativity, and musical expression, while still clearly communicating the composer’s intention:

e.g. a brass student clearly emphasises the lines in the music through their breathing and dynamics, even if these are not explicit in the original material. They use articulations, note lengths, and a measure of rubato, where appropriate, to musically interpret the piece in a stylistically appropriate manner. They are generally in tune throughout the performance, and make successful attempts at self-adjustingtheir tuning throughout the performance.

engaged the audience throughout the performance and shownconfidence in their stage presence and command of their performance through their posture and stage manner:

e.g. the student exudes confidence, from the moment they set foot on stage to the time they leave it. They introduce themselves and their pieces with ease and have good posture throughout their performance. They engage the audience and acknowledge applause with grace at the conclusion of their performance.
The examples above relate to only part of what is required, and are just indicative.

Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement Standard.