Stage 2 Music – Composing and Arranging
Assessment Type 2: Commentary
Student Response
Page 1 of 9
Stage 2 Music – Composing and Arranging Student Response
Ref: A360103 (April 2014)
© SACE Board of South Australia 2014
Page 2 of 9
Stage 2 Music – Composing and Arranging Student Response
Ref: A360103 (April 2014)
© SACE Board of South Australia 2014
Page 3 of 9
Stage 2 Music – Composing and Arranging Student Response
Ref: A360103 (April 2014)
© SACE Board of South Australia 2014
Page 4 of 9
Stage 2 Music – Composing and Arranging Student Response
Ref: A360103 (April 2014)
© SACE Board of South Australia 2014
Page 5 of 9
Stage 2 Music – Composing and Arranging Student Response
Ref: A360103 (April 2014)
© SACE Board of South Australia 2014
Page 6 of 9
Stage 2 Music – Composing and Arranging Student Response
Ref: A360103 (April 2014)
© SACE Board of South Australia 2014
Page 7 of 9
Stage 2 Music – Composing and Arranging Student Response
Ref: A360103 (April 2014)
© SACE Board of South Australia 2014
Assessment Comments
This response is an A+ grade.
Knowledge and Communication
KC1 The entire commentary demonstrates an in-depth knowledge of style and techniques. Evidence for this includes
the explanation of Klangfarben-melodie in the introduction, and the choice of musical examples and their
explanations. The second piece uses more general terms, but this suits the light-hearted nature of the piece.
KC2 There is a thorough and highly appropriate use of musical terminology. For example, the opening paragraph
correctly uses the terms atonal, Klangfarben-melodie, tone colours, dissonant, syncopated, layered polyphonic
texture, harmonic, rhythmic, and other terms such as names of instruments. This is maintained throughout the
commentary.
KC3 An understanding of a range of styles is demonstrated, not only in the writing of two contrasting pieces, but also in
the description of the various elements and techniques involved.
Analysis
A1
The analysis of composing andlor arranging techniques is very detailed, covering all musical elements including
texture, melody, rhythm, tonality, harmony and dynamics. The musical examples have been highlighted and
annotated to illustrate specific points.
A2
A comprehensive explanation of the completed works and use of highly appropriate musical terminoly is evident
throughout.
Page 8 of 9
Stage 2 Music – Composing and Arranging Student Response
Ref: A360103 (April 2014)
© SACE Board of South Australia 2014
Performance Standards for Stage 2 Composing and Arranging
A
Practical Application
Knowledge and Communication
Analysis
Highly effective choice of instruments/voices or media and
their use within a well-structured composition/arrangement.
In-depth knowledge and understanding of the
elements of musical style and composing and/or
arranging techniques.
Perceptive analysis of composing
and/or arranging techniques.
A very well-presented score, with highly accurate adherence
to musical conventions.
Highly accurate musical notation, and highly effective use of
musical and performance indications and directions.
Highly developed creativity of writing, and extensive use of
original ideas appropriate to every aspect of the musical style.
Highly effective use of a wide range of musical elements and
techniques to achieve musical goals and enhance the
effectiveness of the composition/arrangement.
B
Effective choice of instruments/voices or media and their use
within a structured work.
Highly appropriate use of musical terminology that
demonstrates in-depth understanding of musical
concepts and composing and/or arranging
techniques.
Comprehensive explanation of each
section of the completed work(s),
using highly appropriate musical
terminology.
Highly effective communication of knowledge
about, and understanding of, a range of musical
styles.
Detailed and well-informed knowledge and
understanding of the elements of musical style and
composing and/or arranging techniques.
Well-considered analysis of
composing and/or arranging
techniques.
Effective use of musical notation, and of musical and
performance indications and directions.
Appropriate use of musical terminology that
demonstrates some depth in understanding of
musical concepts and composing and/or arranging
techniques.
Detailed and clear explanation of
each section of the completed
work(s), using appropriate musical
terminology.
Well-developed creativity of writing, and inclusion of original
ideas, appropriate to the musical style.
Effective communication of knowledge about, and
understanding of, a range of musical styles.
A well-presented score, with general adherence to musical
conventions.
Effective use of a range of musical elements and techniques
to achieve musical goals and enhance the effectiveness of
the composition/arrangement.
C
Appropriate choice of instruments/voices or media and their
use within a structured composition/arrangement.
Appropriately presented score, with adherence to some, but
not all, musical conventions.
Generally competent use of musical notation, and musical
and performance indications and directions.
Generally competent creativity of writing, with inclusion of
some original ideas that are generally appropriate to the
musical style.
Informed knowledge and understanding of the
elements of musical style and composing and/or
arranging techniques.
Mostly appropriate use of musical terminology that
demonstrates competent understanding of musical
concepts and composing and/or arranging
techniques.
Considered analysis of composing
and/or arranging techniques.
Appropriate and mostly clear
explanation of each section of the
completed work(s), using generally
appropriate musical terminology.
Appropriate communication of knowledge about,
and understanding of, a range of musical styles.
Generally competent use of a range of musical elements and
techniques to achieve musical goals and enhance the
effectiveness of the composition/arrangement.
D
Random choice of instruments/voices or media and some
basic use in a composition/arrangement that is only partly
structured.
Recognition and understanding of some of the
elements of musical style and composing and/or
arranging techniques.
Description of some aspects of
composing and/or arranging
techniques.
Incomplete score, with inconsistent adherence to some basic
musical conventions, with errors.
Some musical terminology used appropriately to
demonstrate recognition of elements of musical
concepts and composing and/or arranging
techniques.
Description of aspects of some
sections of the completed work(s),
with some use of appropriate
terminology.
Some use of notation, with few appropriate musical or
performance indications and directions.
Some creativity of writing and inclusion of one or more
original ideas that may be appropriate to elements of the
musical style.
Some communication and awareness of musical
styles.
Some use of basic musical elements and techniques that
have some relevance to musical goals and/or effectiveness of
the composition/arrangement.
E
Limited choice of instruments/voices or media, with attempted
use in elements of a composition/arrangement.
Elements of a score, limited adherence to musical
conventions.
Limited accuracy of notation and very few appropriate musical
or performance indications or directions.
Emerging awareness of some elements of musical
style or concepts and of basic composing or
arranging techniques.
Identification of one or more aspects
of composing and/or arranging
techniques.
Very little musical terminology used appropriately.
Identification of one or more aspects
of the completed work(s), with limited
use of appropriate terminology.
Recognition of one or more musical styles.
Limited creativity of writing or use of an original idea, with
limited appropriateness to the musical style.
Attempted use of basic musical elements or techniques that
have limited relevance to musical goals or effectiveness of
the composition/arrangement.
Page 9 of 9
Stage 2 Music – Composing and Arranging Student Response
Ref: A360103 (April 2014)
© SACE Board of South Australia 2014