Component Two

Music making processes: experimenting with music

Summary

Work involved: ~15 hours

Please note that for the purpose of the assessment trial it is acceptable to subdivide the task and for students to work
on different aspects of this task. However, the submitted work of individual students needs to be sufficiently aligned
in order to answer to the task requirements and to meet assessment criteria.
1 Read the introduction for background information and definitions. 30 minutes
Choose two areas of inquiry, preferably one that you are already familiar 4 hours
2
with.
Look at these areas of inquiry through a chosen topic, preferably one that
you are already familiar with and have already worked on in the past.
Consider the topics in a different context, either local and/or global (as
defined in the introduction).
Listen to music from different contexts.
3 Over time work on a created piece relating to the chosen area of inquiry. 4 hour
Collect snapshots of progress over time (or collect from previous work),
together with a commentary.
Over time practice a piece from the chosen area of inquiry. Collect 4 hours
4
snapshots of progress over time (or collect from previous work), together
with a commentary.
Write an experimentation report based on the area of inquiry and the 2.5 hours
5
work in progress.

The focus of this component is more on the experimentation with musical processes that are new and/or less familiar to
the student and move the student in a new musical direction, and less on the perfection of a particular music practice,
convention, or created work.

What we are looking for:

INQUIRY ACTION REFLECTION

Students will:
Learn about performing and
creating practices and
conventions in two (2) areas
of inquiry, each in a different
context, local and/or global
contexts.
Explore a variety of works
from each area of inquiry.
Analyse a minimum of one
music excerpt in depth.
Students will: Students will:
Experiment with one area of inquiry Reflect on the works
through creating by listening, exercises studied as part of the areas
in creating stylistic, compositional, of inquiry and how their
improvisation, arrangement and findings inform their
producing techniques. practical work.
Experiment with one area of inquiry Reflect on their work in
through performing practices and learn progress over time,
about performance practices and including challenges and
conventions that typical for the area of successes.
inquiry by listening, playing and re-
creating existing pieces, or
improvising.
THE SIGNATURE ASSIGNMENT: EXPERIMENTATION REPORT
To evidence their learning students will:
a) present information about the area of inquiry in personal, local and global contexts and analyse, compare and
contrast two music excerpts (one excerpt per area of inquiry) that have influenced their practical work
b) create a music work based on one area of inquiry and document the process of inquiry, practice, learning and
progress over time
c) practise a music work from one area of inquiry and document the process of inquiry, practice, learning and
progress over time
d) prepare an experimentation report summarising the findings and music processes throughout the component

For assessment purposes the submitted material must:

1. clearly state the chosen area of inquiry and topic
2. clearly identify the 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

Task Practical Evidence Submission (limit)

skills

1. three (3) excerpts (clips) of creating: Maximum 7 minutes

1 Creating
Evidence from exercises and experiments on a
created work over time, demonstrating work in Notation of each excerpts
progress and musical decision making. in a form appropriate to the
2. A brief commentary accompanying each excerpt. music
1. three (3) excerpts (clips) of performing: Evidence Maximum 7 minutes
2 Performing
from exercises and experiments of an existing piece
over time, demonstrating work in progress of The original performance
technical and performance skills and musical piece notated for
decision making assessment purposes
2. A brief commentary accompanying each excerpt
One (1) experimentation report: 1200 words
3 Analysing
analysing, comparing and contrasting works from
the chosen areas of study and outlining their impact
on the students work.
evaluating the work in progress

Details
Task 1. Creating a musical work over time.
The purpose of this task is for students to develop creating practices and skills they are less familiar with. By choosing
music from a local or global context, students will also experience music that is less familiar to them.

Students will:
choose one area of inquiry in a local or global context
investigate, experimented with, and developed their creating skills in this area of inquiry over a period of time
demonstrate the development of their creating skills
(Please note: The area of inquiry and the context for this task must be different from the context used in Task 2
Musical performance practice over time).
Required elements:
1. Three (3) Creating process excerpts max. 2 minutes each.
The student provides three (3) excerpts at different stages of development (beginning, mid-point, and end). These
excerpts should clearly evidence the students progress and the application of research findings about the creative
practices and structural conventions relevant to the chosen area of inquiry and context.
2. Evaluation and planning.
Accompanying each excerpt, the student records a brief supporting commentary about each composition
excerpt, focusing on the following areas:
a) Evaluation of Excerpt 1 Title: My choice of creative musical work.
The student should describe on her/his choice of form of creative musical work and why this was
chosen, with a concise plan for how to approach this.
b) Evaluation of Excerpt 2 Title: My progress as a creative musical artist.
Around the midpoint of her/his work, the student describes her/his progress honestly, and identifies
areas of success and challenge. The student compares her/his progress to the original plan put forward
in Excerpt 1, and addresses these areas of strength and weakness through a revised plan for further
skill improvement.
c) Evaluation of Excerpt 3 Title: My development as a creative musician.
At the conclusion of the component, the student provides a final commentary that discusses her/his
progress and experience, and compares and contrasts her/his creative strengths and challenges in
reference to the first two excerpts.
Thinking prompts:
1. How do I best describe my creative musicianship at this time? Why do I describe myself this way?
2. How well am I applying what I learned in my research about creative works and processes in my area of
inquiry?
3. For excerpts 2 and 3 In what ways have my creative musical skills improved? What do I need to do to further
improve?

Task 2. Musical performance practice over time.

The purpose of this task is for students to develop performing practices and skills they are less familiar with. By
choosing music from a local or global context, students will also experience music that is less familiar to them.

Students will:
choose one area of inquiry in a local or global context
investigate, experimented with, and develop their music practice and performing skills in this area of inquiry
over a period of time
demonstrate the development of their music practice and performance skills
(Please note: The area of inquiry and the context for this task must be different from the context used in Task 1
Creating a musical work over time).

Required elements:
1. Three (3) performance practice excerpts max. 2 minutes each.
The student provides three (3) performance excerpts at different stages of development (beginning, mid-point,
and end). The excerpts should clearly evidence the students progress, including the use of research findings
about performance practice in relation to the area of inquiry. The final excerpt should present a piece of work
that is nearly finished and adhere to the performance conventions appropriate for the chosen area of inquiry
and context.
2. Evaluation and planning.
Accompanying each excerpt, the student records a brief supporting commentary, focusing on the following
areas:
a) Evaluation of Excerpt 1 Title:
A self-assessment of my musical performance skills. The student should describe her/his skill level
honestly, identify skills that require practice, and present a plan for improving these skills through
practice.
 b) Evaluation of Excerpt 2 Title: My progress as a musical performer. At the midpoint of her/his skill
development, the student describes her/his skills honestly, and identifies areas of strength and
weakness. The student compares her/his progress to the original plan put forward in Excerpt 1, and
addresses these areas of strength and weakness through a revised plan for further skill improvement.
c) Evaluation of Excerpt 3 Title: My development as a performing musician. At this point, the student
provides a commentary of her/his progress in musical skill development, comparing and contrasting
her/his performance skills in reference to the first two excerpts.
Thinking prompts:
1. How do I best describe my musical skills at this time? Why do I describe my skills this way?
2. How well am I applying what I learned in my research about performance conventions in my area of
inquiry?
3. For excerpts 2 and 3 In what ways have my skills improved? What do I need to do to further improve?

Task 3. Experimentation Report

The purpose of this task is for students to demonstrate critical thinking and engagement with music making over time. It
allows students to demonstrate how their inquiry into the chosen areas of inquiry have influenced their work and to
evaluate and comment on their musical work in progress

Students will:
compare and contrast the areas of inquiry drawing on two representative music excerpts studied from either a
local or global context; describe what aspects of the excerpts have influenced their work (approximately 600
words)
summarize progress over time as evidenced in the excerpts submitted, drawing upon their commentaries
submitted over the course of the component (approximately 200 words);
identify, analyse, and evaluate areas of greatest progress (successes) and least progress (approximately 200
words)
comment and reflect on their progress, areas for improvement and how they have changed as musicians as a
result of this experimentation (approximately 200 words)

Required elements:
Students submit a 1200 word report that

Thinking prompts
1. How have the chosen work influenced my practical work?
2. What ideas drawn from the works studied have been difficult to put into practice? What ideas drawn from the
works studied have worked well in my practical work?
3. What have I learnt from the experimentation and the process of practicing and creating an unfamiliar piece and
how has this shaped me as a musician?

Assessment summary - What we are looking for:

Criterion 1. Comparison and contrast.
The criterion will focus on the submitted works level of:
compare and contrast of the works examined for performance and the conventions of creative music expression
in their chosen areas of inquiry and contexts
detail and diversity of the points made and presented for comparison and contrast
explanation on how findings associate and apply to the practical work as evidenced in the given excerpts
Criterion 2. Summarization.
The criterion will focus on the submitted works level of:
summary of the experimentation and development of a piece of work (performance and creating) drawing upon
the excerpts submitted over the course of the component
descriptions and interpretations of the excerpts to explain development and progress
selection of representative examples to demonstrate their continued development and experiences as a
musician
 recommendations for continued musical development.
Criterion 3. Evaluation.
The criterion will focus on the submitted works level of:
identification, analysis, and evaluation of areas of greatest and least progress over time.
presentation of coherent and reasoned points of analysis that connect seamlessly to specific personal musical
experiences
development of a plan for continued musical growth
Criterion 4. Reflection.
The criterion will focus on the submitted works level of:
identification and reflection on musical progress
explanation description of how the student has changed as a musician in the experimentation process through
specific musical experiences
achievement against self-identified personal goals for success
honest and critical self-analysis.