Feedback on the June 2014 paper Unit B354. General Points 1 This unit is now worth 20% Still marked...
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Transcript of Feedback on the June 2014 paper Unit B354. General Points 1 This unit is now worth 20% Still marked...
Feedback on the June 2014 paperUnit B354
General Points 1
• This unit is now worth 20%• Still marked out of 100• The questions are based on Areas of Study 2, 3
and 4 • Candidates should be aware of the Language
for Learning
General Points 2
• In the June 2014 paper some very good answers were seen by many candidates
• Few papers gained under 20 marks and there was a good proportion above 80.
• The grade boundaries were close to the notional boundaries
Common Issues 1• There are often problems with single mark
answers– Candidates must only write one answer
– This candidate has 3 bar numbers that are correct and 2 that are wrong – it they had stuck with their first answer ‘3’ they would have gained the mark
– This is also true for tick box or underline answers
Common Issues 2• Candidates should be clear as to how many
answers they should write• Sometimes candidates write far too many but
often they do not write enough• Whilst we endeavour to give credit to all that
is written it is important that a candidate is aware how many marks the question is worth and then answer appropriately
Common Issues 3
• Candidates often lose marks by not reading (or listening) to what is required. For example:• Q1ai – Give four features, Q1ci - Underline three
features etc. • C2c, 2f, 4c, 6b, 7b and 7d all require the candidate to
describe but the mark at the end of the question indicates how many points should be made.
Common Issues 4• In this paper there was some confusion by
candidates over the composers for Area of Study 4– They were asked for a composer for both a
programme piece, Q3, and a piece of film music, Q7 and many candidates wrote John Williams for both
• When they are told what the extracts are in the questions it is important for students to be able to distinguish between programme music and film music composers
Terminology • It is vital that candidates understand the musical
terminology that might be used in the questions• On this paper these specific terms were used:
• Tonality, structure, articulation interval, tempo, glissando and cadence• Those that were used in multiples choice questions were quite
well answered but the two that required understanding of the terms – cadence and tempo – were not answered as well• This was also true for the type of voice in Q4a where a
significant number of candidates did not know the names of the voices
Tempo• Candidates often use metronome marks to answer
questions on tempo when words might be better – words seem to have a wider meaning
– For example in question 1ai the answer scheme is this: – MODERATELY FAST / FAST / ALLEGRETTO / ALLEGRO / VIVACE /
LIVELY / QUICK / MM 140-160
– ‘Allegro’ or simply ‘fast’ would have been better
Knowledge 1• As well as the importance of knowing and
understanding musical terminology there are a number of questions where background knowledge is essential– Composers and artists– Periods of musical history– Origins of the dance styles– Dance steps
Examples
Knowledge 2• On this paper there were 8 questions that related to
knowledge directly– Composers and artists– Dance steps– Country of origin– History period
• And 3 questions that related to knowledge indirectly– The type of drum used in Irish dance – 1b– Styles of music – a capella – 1c
Specific questionsWith examples showing problems and some that
were excellent
Q1aii• This is a very concise focussed answer – Candidates often ‘waffle’ and so waste valuable
time
Q1aii continued• An answer worth full marks but lots of added
detail is given that is not necessary and wastes the candidate’s time
Q1aii continued• Typical of an E grade candidate who repeats
the answer from question 1ai, has one accurate answer and then uses words that are really about the girl
Question 1cii• Candidates seem to find questions about vocal
techniques difficult so it is a good idea to spend some time on these
• A lot of answers were seen that repeated the words from 1ci – call and response and harmony
1cii
• A very good answer
Question 3• This is often a challenging question for many
candidates• This year the prose question was an extract from
Grofe’s Grand Canyon Suite – Sunrise• The majority of marks this year were between 3 & 7 • Common problems– Too much focus on the story rather than the music– Not enough specific detail – all too general– A lack of chronology (although this is not essential)– Answers often start well and then lose focus
Question 3 continued• This question is marked using 3 bands or levels: – 1 – 3 is a limited range of points that may lack organisation – 4 – 6 is several points showing some understanding, some
organisation and some links to the programme– 7 – 9 needs a good range of points that show
understanding and are clearly expressed
• Some attention is paid to spelling punctuation & grammar
An answer worth 2 marks
An answer worth 3 marks
An answer worth 6 marks
Notation Question• OfQual required there to be Western notation
on the paper• There will always be a skeleton score question– It does require candidates to be able to follow a
melody– They will always have to fill in missing notes – There are often other places in the paper that
require a knowledge of notation – Q 6c in this paper
Notation Question continued• Most candidates gained some marks• In this paper it was marked in the following way– Every correct note gained 1 mark – Every correct shape gained 1 mark – Candidates often gained credit with a mixture of
correct notes and shapes:
Notation 3
• Even very poor answers often gain some credit• 2 correct shapes = 2 marks
Notation 4
• On of the biggest problems is that candidates do not always write clearly (of all abilities)
Question 5d• There will always be a comparative question• The boxes prove very effective for some but
others do not answer with any clarity• Answers are often too vague, lacking any detail
5di - a poor answer • 5di – a lot of candidates wrote what they had been
told in the question whilst others simply ignored it what they had been told
• This answer is far too basic and the candidate does not appear to take into account that they were told that it was the same artist
5di – An excellent answer • A very clear comparative answer
5dii• This was one of the best answers that we saw.• Some ambiguity in the second sentence but
clear enough to accept
5dii• This candidate like many others assume that a
bass guitar always plays a walking bass• The second answer repeats one of the
questions in 5b – (whilst a long note is heard for a while it is not throughout)
Q7 – Jaws - some really good answers were given to this question
• 7b from an A* candidate – concise & accurate
Question 7 continued• An equally good answer from a C grade
candidate
Question 7 continued• A similar answer from and E grade candidate
Reminders• There are now eight past papers for you to use
with your students• It is the musical extracts that change form
paper to paper, the questions remain quite similar so you are able to see what is expected
• There is a mixture of questions that focus on the specific styles and others that focus on general musicianship
Teaching the content from the Areas of Study
• These have remained constant over many years and it is clear that there is some excellent teaching across the country
• There is quite a lot of it!!• Be economical – you do not have to spend hours and
hours on each style or genre • Use one or two styles to cover a lot of basic principles
and then dip into the others with information sheets and some selected listening
One genre or style
Listening Paper
Performance 1
Group Performance
Commentary
Log and
Evaluation
Creative Task
Composition 1
Composition 2