European Baccalaureate

PRE-BACCALAUREATE (or Part A) - 40% of the grade:

(30%) Performance Major or Composition Major - 2 pieces per Major, 1 per Minor
(10%) Research Project linked to Performance or Composition

BACCALAUREATE (or Part B) - 60% of the grade:

(30%) Portfolio - Musical Diary/Log, Performing and Composing (each 2 from S6 and 2-3 from S7)
(30%) 3-Hour-Written-Exam - 10% on Musical styles and traditions and 20% on four BAC Topics (Ground Bass, English Traditional Music, Australian Music, Electronic Dance Music)

(40%) PRE-BACCALAUREATE (or Part A)

Students will prepare two contrasting pieces where performing is their specialism and one where it is not. Pieces should last between 3 and 4 minutes each and present challenge appropriate to the student, the examination and the musical style.

Performance Major

Requirements:

Where possible, performances should take place in front of an audience
Performances should be recorded and submitted with the portfolio
One of the pieces must be a solo performance
Performances may be 'cover' versions of popular songs
Performances may be of students’ compositions
Both performances must be on the same instrument or voice
The candidate should provide programme notes for the music they perform
Candidates should provide a short written commentary outlining the challenges presented by the music and their approach to its performance
The teacher responsible for assessment must attend the performance occasion.

Composition Major

Requirements:

Compositions should be recorded or be in digital form
Students may perform their own compositions
Compositions may be digitally produced using music technology
Candidates should provide scores or a written commentary outlining their approach to the compositions including reference to style, structure, use of compositional techniques, intent etc.

Research Project

This is a compulsory element and provides the opportunity for the student to deepen their knowledge base through researching an aspect of music which supports their development as a performer and/or composer. Students may for example research an aspect of performance practice relating to their instrumental/vocal study or the background of a composer or musical tradition in which they are particularly interested or analyse a piece they are to perform. Other examples might include investigating the potential of a piece of composing software or looking into a particular musical tradition which they might wish to draw upon in their composing. The project should take the form of a written paper of approximately 1500 words which can be supported by a variety of multi-media resources.

(60%) BACCALAUREATE (or Part B)

(30%) Portfolio

Section 1: Musical Diary/Log

This will contain ...

i. a short personal statement by the student which describes their musical interests,

background and aspirations and notable musical achievements and experiences

prior to beginning the Bac

ii. an ongoing evaluative log which provides evidence of critical self-reflection on their progress as musicians.

This evidence might include examples of:

- 􏰀critical reviews of concerts/recordings - for example published on Internet/school magazine - which show evidence of developing critical awareness
- 􏰀evidence of innovative ways in which they have engaged with music, such as the creative use of music technologies or use of social networking sites for exchanging ideas and discussing music-related issues
- 􏰀a record of students’ listening and appraising including additional analyses as appropriate to student's individual needs, 􏰀records of assessment including certificates, teacher assessments and reports

Section 2: Performing and Composing

This will contain ...

i. Performances from across the course including at least two from Year 6 and two or three from Year 7 (these include those submitted for part A of the examination). Performing occasions can be from outside or inside school and should include solo and ensemble work. Credit will be given for performances from across a range of styles and traditions and where the portfolio provides evidence of achievement in more than one instrument.

ii. Compositions from across the course including at least two from Year 6 and two or three from Year 7 (these include compositions submitted for Part A) which demonstrate the student's progression and development as a composer

for different instruments/groups of instruments including voice and ICT
for different occasions and based on range of stimuli/commissions
recorded examples of compositions
composers notes and, as appropriate, scores or analytical commentaries

(30%) Three-Hour-Written-Exam

(10%) SECTION A: Musical styles and traditions
- Candidates will listen to 10 short audio extracts of music from the Renaissance through to the present day, focusing on musical styles, genres, traditions, techniques, processes etc. Five will be from twentieth and twenty-first century music. Responses to this question will be based purely on listening and not related to a score.
(20%) SECTION B: Contextual musical analysis. (20%): Four extracts, approximately five minutes each. One from each of the following categories:
- 1: English Traditional Music
- 2: Australian Music
- 3: The Sound of Motown
- 4: Russian Nationalism
The purpose of this examination is to assess a student's:
- Ability to analyse music both aurally and with reference to a score
- Musical knowledge and understanding of a range of musical and performance practices, styles and cultures
- Ability to apply musical knowledge and understanding in a critical and discerning way.
At least one extract will require the student to read a staff-notated score. Other extracts may rely purely on aural perception or be supported by visual or text sources or other graphical or symbolic representations. One question will require comparative analysis focusing for example on two different performance of the same music, different workings of the same or similar musical material or two different realisations of the same stimuli (for example the setting of the same words by two different composers).