Component One

Exploring music in context

Summary

Work involved: 8 hours

1 Read the introduction for background information and definitions. 30 minutes

2 Choose an area of inquiry (see introduction), preferably one that you are already familiar with. 2 hours
Look at this area of inquiry through a chosen topic (see introduction), preferably one that you are
already familiar with.
Consider the topic in a personal, local and two global contexts (see introduction). Listen to music
from different contexts.

3 Prepare a piece of writing (300 words) summarizing your findings. 1 hour

4 Choose one music excerpt representing one of the contexts. Prepare a written analysis of the 30 minutes
excerpt.

5 Prepare one practical task with rationale (100 words): 4 hours

Either: a stylistic exercise (8-16 bars or 1 minute) based on a local or global context
Or: a transcription of a music excerpt from a global context, presented on your own
instrument, voice or chosen media (up to 2 minutes)

The focus of this component is for students to engage with a wide variety of music, and become familiar with musical
conventions and practices in personal, local and global contexts. For the purpose of the assessment trial, students select
(at least) one area of inquiry and complete the work based on their chosen topic (see introduction).

What we are looking for:

INQUIRY ACTION REFLECTION

Students will: Students will: Students will:

Research (at least) one area of
inquiry through an optional topic
of personal interest.
Learn about music conventions
and practices in personal, local
and global contexts.
Listen to music from the area of
inquiry in personal, local and
global contexts.
Apply and demonstrate aural perception
skills.
Analyse and describe music in a clear,
concise and coherent way, applying
accurate music terminology.
Demonstrate music notation and reading
skills
Apply and demonstrate technical skills
in practical exercises
Think critically about the
conventions and practices of the
music they are studying
Think about how the findings
apply to their practical work
Evaluate and refine their
practical work (including written
and music exercises)
THE SIGNATURE ASSIGNMENT: EXPLORATION PORTFOLIO
To evidence their learning students will:
a) present information about the area of inquiry in personal, local and global contexts and reflect on how music
from different contexts relates to their personal musical context
b) analyse and describe the music they are listening to and reflect on how this may relate to their own music making
c) extract musical information, music theory and relevant terminology through musical analysis
d) respond to musical prompts and stimuli through practical music making exercises
For assessment purposes the submitted material must:
1. clearly state the chosen area of inquiry and topic
2. clearly identify the personal, local and global contexts studied
3. provide source material clearly indicating the connection to the students own work
4. list and reference all sources

Overview
Students submit one sample of each of the tasks outlined in the table below:
Task 1
Task 2
Task 3 OR Task 4

Task Practical Evidence Submission (limit)

skills

1. one (1) written statement summarising the ~ 300 words

1 Inquiry and
findings about the area of inquiry in
research
personal, local and global context

1. one (1) written analysis of (at least) one ~ 200 words

2 Listening and
analysis of
music excerpt studied from either a personal, the original excerpt(s) in form of
a local or a global context notated or recorded music
music
excerpts excerpts (up to one half (1/2) of
an A4 page or up to 1 minute as
appropriate)
1. one (1) stylistic exercise 8-16 bars or up to 1 minute
Either Engagement
with stylistic
2. written statement outlining: ~ 100 words
3 intentions
conventions
challenges and successes
reference to specific sections in
which conventions or stylistic
techniques have been demonstrated
1. one (1) transcription of an excerpt from a up to 2 minutes
Or Engagement
with
global context in the chosen areas of inquiry notation of the transcription in a
4 2. performed on the students own instrument, format most suitable to the
performing
conventions
voice, or chosen media students instrument, voice or
3. written statement outlining: chosen media
intentions the original excerpt ) in form of
challenges and successes notated or recorded music
specific passages in which excerpts
conventions have been realised / ~ 100 words
demonstrated
Details
Task 1 Inquiry and research
Students will:
1. investigate and research the chosen topic in their personal context, a local context and at least two global contexts
2. demonstrate their musical inquiry skills
3. present their findings in a coherent, concise and meaningful manner
Required elements:
One (1) written statement ~ 300 words.
Students will summarise the findings of (at least) one chosen area of inquiry in a personal, a local and at least
two global contexts. The area of inquiry will be accessed through one (1) of the optional topics, for which
relevant genres and styles are chosen. The inquiry will be guided through the given concepts. The summary
should include musical as well as non-musical information about the studied music, for example relevant social,
cultural, political and musical information. Students may also want to focus on music making practices, generic
ideas about music in society and how music is communicated and transmitted in its context.
Thinking prompts:
1. What did I learn about music from the area of study in different contexts?
2. What typical musical conventions did I discover in music from different context?
3. How were intention and purpose realised through the music I studied?
4. What cultural believes and understandings about music in different contexts did I explore?

Task 2 - Listening and analysis of music excerpts

Students will:
1. listen to a wide variety of music in personal, local and global contexts
2. demonstrate their aural inquiry and analysis skills
3. identify the intention, meaning and purpose of creating and performing conventions
4. present their findings in a coherent, concise and meaningful manner
Required elements:
One (1) analysis ~ 200 words.
The analysed excerpt in notated (maximum of one half (1/2) of an A4 page) or recorded (maximum 1 minute)
form
Students will submit one analysis (paragraphs, bullet points or annotations as appropriate). The selected musical
excerpts will be representative of either a personal, local or global context from the chosen area of inquiry.
Along with the analysis, students submit the excerpt they have analysed.
Thinking prompts:
1. What representative and/or unique aspects of music in this context can I hear in this excerpt?
2. How are key musical elements in this used excerpt to fulfil intention and purpose?
3. What compositional devices did I detect in the extract? Are these used to communicate meaning or to create
specific effects?
4. Which interpretations, communication and musical conventions did I notice?
EITHER:
Task 3 - Engagement with creating conventions
(Composed technical exercises or stylistic techniques)
Students will:
1. extract typical musical structures, devices and conventions of the area of inquiry in context
2. apply the findings in a creating exercise
Required elements:
One (1) sample of technical exercises or stylistic techniques. 8-16 bars or up to 1 minute as appropriate.
A written statement of up to 100 words.
Key aspects in this exercise include how intention and purpose of music is fulfilled through the use of:
structure and form
instrumentation, voices and/or media
melodic and/or harmonic developments
rhythm
musical elements
any other as appropriate
After studying music from different contexts, students draw on the learning and inspirations to create a
representative stylistic exercise. Students accompany the exercise with a statement of no more than 100 words.
The statement must be clearly and concisely written, and should outline the students intentions such as the
stylistic conventions, the challenges and successes, and specific points of interest within the exercise.
Thinking prompts:
1. Which typical stylistic conventions did I identify for the chosen area of inquiry?
2. Did I discover if and how stylistic conventions communicate musical intentions?
3. How can I apply the stylistic conventions to express meaning in my exercise?
4. Which of my musical choices have been more/less successful and why? How could I improve further?
Or:
Task 4 - Engagement with performing conventions
Students will:
1. extract typical performing conventions of the area of inquiry in a global context
2. explore the use of instruments, voice or chosen media to re-present intention and purpose of music from a global
context as authentic as possible
3. apply findings in a transcription
4. perform the transcribed music example on their own instrument, voice or chosen media
Required elements:
One (1) transcription for the students own instrument, voice or chosen media of an excerpt from a global
context.
A live presentation of the transcribed excerpt.
A written statement of up to 100 words.
Key aspects in this exercise include how intention and purpose of the music is fulfilled through the use of:
performance techniques
sound, texture and timbre
dynamics, ornamentation and other forms of interpretation
instrumental or vocal range
effects
tempo and time
musical elements
any other as appropriate
The statement must be clearly and concisely written, and should outline the students realisation of the stylistic
conventions on their own instrument, voice, or chosen media, the challenges and successes in completing the
exercise, specific points of interest in the transcription or in the live presentation of the excerpt, for example
places where conventions have been specifically well realised or demonstrated, where they have caused
difficulties, and how these have been overcome.
Thinking prompts:
1. Which typical performing conventions did I identify for the chosen area of inquiry in a global context?
2. Did I discover if and how performing conventions and interpretations communicate musical intentions?
3. How must I apply the performing conventions to express original meaning in my transcription, bearing in mind
the range and technical limitations of my own instrument, voice or chosen media?
4. Which of my musical choices have been more/less successful and why? How could I improve further?
Assessment summary - What we are looking for:

Task 1. Inquiry and research.

The assessment criteria will focus on the submitted works level of:
appropriate choice of contexts and selection of music to allow for substantial research into the chosen area of
inquiry
use of appropriate and effective musical inquiry and research skills
engagement with relevant sources and resources
findings and relevant information
informative, coherent and concise written documents that include appropriate use and attribution of sources
Task 2. Listening and analysis of music excerpts.
The assessment criteria will focus on the submitted works level of:
inquiry and research through active listening to an extract and explaining how music is created and performed
in context
aural analysis to extract and explain appropriate theory and musical information
informative, coherent and concise written documents that include appropriate use of relevant terminology and
attribution sources
Task 3. Engagement with creating conventions
The criteria will focus on the submitted works level of:
analysis and identification of appropriate musical and stylistic information and music theory from unfamiliar
music
selection and exploration of findings in practical creating and stylistic exercises
purposeful use of musical conventions to achieve intention and purpose appropriate to the musical context
Task 4. Engagement with performing conventions.
The criteria will focus on the level of:
analysis and identification of appropriate musical and stylistic information and music theory from unfamiliar
music
selection and exploration of findings in the transcription of music for the students own instrument, voice or
chosen media
purposeful use of musical conventions to achieve (original) intention and purpose in the performed
transcription of the music