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Year 11 Music 2

Composition Assessment
Term 3

Marking Guidelines

Criteria Marks
 Composes a work that successfully and coherently represents a topic,
demonstrating perceptive and accomplished understanding of style the
concepts of music, and the relationships between the concepts. 16-20
 Demonstrates comprehensive knowledge and understanding of score
conventions and performance directions appropriate to the topic.
 Demonstrates a high level of skill in organising ideas into musical
structures.
 Composes a work that successfully and coherently represents the topic,
demonstrating an accomplished understanding of style the concepts of
music, and the relationships between the concepts.
 Demonstrates detailed knowledge and understanding of score 10-15
conventions and performance directions appropriate to the topic.
 Demonstrates accomplished skill in organising ideas into musical
structures.
 Composes a work that represents the topics, demonstrating an
understanding of style and the concepts of music, and the relationships
between the concepts.
 Demonstrates knowledge and understanding of score conventions and 4-9
provides clear performance directions appropriate to the topic.
 Demonstrates some skill in organising ideas into musical structures.
 Composes a work that is limited representation of the topic,
demonstrating little understanding of style the concepts of music, and the
relationships between the concepts.
 Demonstrates limited knowledge and understanding of score conventions 0-3
and provides few directions appropriate to the topic.
 Demonstrates limited skills in organising ideas into coherent musical
structures.

Marks will be converted to 12.5%


Process Diary/Portfolio Assessment Criteria

OUTCOMES ASSESSED: P2, P3, P4, P5, P6, P8

Criteria Marks
 Presents superior planning, with annotated journal entries showing development of
work from the planning stage, the development of ideas and the resolution of
ideas.
 Presents evidence of superior background listening, aural analysis focused on the
concepts, combinations of concepts and this effect on compositional style and
musicological observations and research.
 Displays superior critical reflections on the compositional process, e.g. annotated 18-20
workings of a composition at various stages, showing the refinement of musical
ideas.
 Demonstrates sophisticated and original compositional skills including
experimentation and improvisations focused on specific concepts and
combinations of concepts.

 Presents highly accomplished planning, with annotated journal entries showing


development of work from the planning stage, the development of ideas and the
resolution of ideas.
 Presents evidence of highly developed background listening, aural analysis
focused on the concepts, combinations of concepts and this effect on
compositional style, and musicological observations and research.
 Displays high level critical reflections on the compositional process, e.g. annotated 14-7
workings of a composition at various stages, showing the refinement of musical
ideas.
 Demonstrates highly developed and original compositional skills including
experimentation and improvisations focused on specific concepts and
combinations of concepts.

 Presents accomplished planning, with annotated journal entries showing


development of work from the planning stage, the development of ideas and the
resolution of ideas.
 Presents evidence of detailed background listening, aural analysis focused on the
concepts, combinations of concepts and this effect on compositional style, and
musicological observations and research.
 Displays an accomplished level of critical reflections on the compositional 10-13
process, e.g. annotated workings of a composition at various stages, showing the
refinement of musical ideas.
 Demonstrates accomplished and original compositional skills including
experimentation and improvisations focused on specific concepts and
combinations of concepts.

 Presents competent planning, with annotated journal entries showing development


of work from the planning stage, the development of ideas and the resolution of
ideas.
 Presents evidence of some background listening, aural analysis focused on the
concepts, combinations of concepts and this effect on compositional style and
musicological observations and research.
 Displays a competent level of critical reflections on the compositional process, e.g. 6-9
annotated workings of a composition at various stages, showing the refinement of
musical ideas.
 Demonstrates competent and original compositional skills including
experimentation and improvisations focused on specific concepts and
combinations of concepts.
 Presents some planning, with annotated journal entries showing development of
work from the planning stage, the development of ideas and the resolution of
ideas.
 Presents evidence of some background listening, aural analysis focused on the
concepts, combinations of concepts and this effect on compositional style and
musicological observations and research.
1–5
 Displays some critical reflections on the compositional process, e.g. annotated
workings of a composition at various stages, showing the refinement of musical
ideas.
 Demonstrates some original compositional skills including experimentation and
improvisations focused on specific concepts and combinations of concepts.

Marks will be converted to 12.5%

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