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Activity 1 - Preparation (4 hours)
Activity 1 - Preparation (4 hours)
Written exam (2 hours)
Written exam (2 hours)
Preparing for the exam
Preparing for the exam
You will have 4 hours to prepare for Activity 1. Activity 1is worth 8 marks in total, and your notes will help you in the write up for the exam
You can prepare by:
Making bullet point notes on what you are going to do
Getting and downloading vocal tracks or other samples to edit later. You can put them into your digital folder.
Getting chord sheets, lead sheets or sheet music
YouTube Tutorials on how to play the song/create in that style
Making notes - a brief guide
Making notes - a brief guide
Your notes should be in bullet points with minimum of a size 10 font - Calibri would be the best for readability.
These notes should be about:
What are you going to do?
What song are you doing from that list?
What genre are you choosing from the list?
What are the characteristics of that genre?
How are you going to learn the song in the first place?
What is the tempo of the song you are doing? Are you changing it?
Are you changing the dynamics, the key signature, the time signature or any other stylistic features of the song to fit the new genre?
If you are changing any of the stylistic features, what are you planning to do?
Performance: Are you making a backing track? How are you going to do that?
Performance: Are you getting other musicians to play with you? If so, what are you playing and what are they playing?
Performance: Are you a solo or a band?
Where are you getting your resources from?
Where do I get my source material from?
Where do I get my source material from?
Here are a few sources from where you can get your resources from if you are stuck. Some might need you to log in
Activity 1 - Written Exam
Activity 1 - Written Exam
During the exam, you are allowed to use your prepared notes to help you. You must answer using the set template.
Take a look at these low, medium and high mark examples. There is explanations below the examples to tell you why it was that mark.
Remember these are from previous years, so the exact copy wont suffice for your work
Low Mark Answer
Low Mark Answer
Tips to learners
Tips to learners
Learners need to ensure that they are being specific with their responses and not providing generic statements. Their prepared notes should include relevant key points to include.
It is helpful for the learners if they are encouraged to use each of the bullet points as a sub-heading when responding to this activity. In the template provided, the learners are given the points to refer to and these correspond to the marking grids within the specification (see grid at the end of this document) - If a learner is performing, then there should be some reference to playing techniques they might use and resources they will need.
If a learner is producing then there should be some reference to producing techniques and resources they will need, not simply a list of equipment and DAW.
Examiner Commentary
The student has commented on the brief and the need to review it but has not referred to the actual content and scenario.
There is an awareness of what to do but they haven’t actually done this so are unable to score more than mark band 1 for this trait.
With regards to how the student plans to use the elements, they have simply stated that they plan to use them.
There is no discussion of how this will be implemented. It is a generic statement. The student has mentioned resources and that time management is important and has recognised that there is a deadline for completion.
There is an awareness of planning.
Medium Mark Answer
Medium Mark Answer
Tips to learners
Tips to learners
Using the bullet points as headings here has helped the learner in ensuring all the points were covered.
Ensure that the features of a particular style are discussed appropriately here. To achieve the higher marks, there needs to be evidence that the learner understands the style they will be working within and the typical features.
This response could have included more reference to these and there were a lot of missed opportunities.
Discussing resources such as time management, if done well, is good practice.
Examiner Commentary
There is a basic explanation of how the material will address the aims of the brief.
There is some discussion of the scenario within the brief but it is not always linked to accurate points.
There is basic consideration of how the elements, genre and techniques will be used. The learner discusses instrumentation and some mention of tempo and dynamics but it is not clear if they have a full awareness of the features of Jazz.
The learner has competently discussed both time management and physical resources. Overall, this response is a basic response.
High Mark Answer
High Mark Answer
Examiner Commentary
The learner included a competent explanation of how they would address the aims of the brief. They have really consider the appropriateness of their choices.
They have included how they could perhaps measure the success of the project with regards to the brief. This is a good response.
With regards to the consideration of the use of elements, this section is less successful. There is only basic consideration.
Much of the information relates to only production techniques. There is a brief mention of changes to tempo and rhythm but no discussion of any of the other elements.
There is some discussion in the opening section which mentions that they will extend melodies but this is not clear.
The use of resources is clear and there is a good level of detail with regards to how they will be used and potential restrictions.
Tips
To achieve the marks from the top mark band, learners should include reference to the content of the brief and the scenario. In addition to this, they also need to demonstrate a clear understanding of the elements and how they intend to apply these in their piece. Learners should be clear what the musical elements are and what sort of changes they could make with their piece which would be stylistically appropriate.
Consider working through each of the elements using one of the known mnemonics such as Dr Smith during the teaching element of this course so that the learners can include this within their response (and subsequently start the practical activity with more specific ideas).
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