Year 12 Music (Level 2)

This course develops skills in composition, performance (group and solo), and music history. Music enhances students' confidence in public performance, fosters creativity through composition, and improves problem-solving skills through analysis and score reading. Students will also develop their aural ability by listening to various styles of music.

NCEA Level 2 students will be assessed using the following Achievement Standards:

Making Music:

• Perform two substantial pieces of music as a featured soloist 
• Demonstrate ensemble skills by performing a substantial piece of music as a member of a group 
• Compose two substantial pieces of music

Music Studies:

•  Devise an instrumentation for an ensemble 
•  Demonstrate knowledge of conventions in a range of music scores 

Performance

Students will be marked on Solo and Group Performances this year.

• Solo Performance (1): Term 1 - One piece or movement
• Solo Performance (2): Term 2 - One contrasting piece or movement
• Group Performance: Term 3 - One piece or movement

Every credit you get in performance should ideally equate to 10 hours of playing. Therefore, to gain 6 credits for Level 2 Solo Performance, we expect roughly 60 hours of preparation time, including personal practice, lessons, and rehearsals with the accompanist.

Key Competencies for Performance:

• Thinking: Find ways to work through technical difficulties on your instrument.
• Using Language, Symbols, and Texts: Use the symbols and text on the score to understand what the composer is intending.
• Managing Self: Set personal goals and practice times at home; persistence in practice; be responsible - attend instrumental lessons and care for your instrument; be prepared and punctual for rehearsals.
• Relating to Others: Get feedback from your teachers and peers on your performance; be able to constructively feedback other performers.
• Participating and Contributing: Give performances to friends and whanau; share your talents with your school and the wider community.

Composition

Composition is assessed, over the course of the year, you will compose two substantial pieces of music based on composition tasks. The nature of these compositions will be outlined in the assessment task sheet.

• Composition 1: Term 2
• Composition 2: Term 3

Key Competencies for Composition:

• Thinking: Think creatively; use a variety of compositional devices; critically reflect on your compositions.
• Using Language, Symbols, and Texts: Use notation and symbols appropriately to create a piece of music; understand the wide variety and subtle nuances of musical symbols.
• Managing Self: Concentration and focus; develop sensitive listening skills when working with others; back up Sibelius computer files to ensure the security of work.
• Relating to Others: Get feedback from your teachers and peers on your composition; give constructive feedback for other compositions.
• Participating and Contributing: Give live performances of your compositions to friends and whanau; express personal emotions, experiences, or opinions through composition.

Instrumentation

Instrumentation is assessed, over the course of the year, you will devise an instrumentation of existing pieces from a reduced score. The nature of the instrumentation will be outlined in the assessment task sheet.

Key Competencies for Instrumentation:

• Thinking: Think creatively; use a variety of compositional/arranging devices; critically reflect on your instrumentation.
• Using Language, Symbols, and Texts: Use notation and symbols appropriately to create a piece of music; understand the wide variety and subtle nuances of musical symbols.
• Managing Self: Concentration and focus; develop sensitive listening skills when working with others; back up project files to ensure the security of work.
• Relating to Others: Get feedback from your teachers and peers on your instrumentation; give constructive feedback for other instrumentation.
• Participating and Contributing: Give a live performance of your instrumentation to friends and whanau; express personal emotions, experiences, or opinions through composition.

Score Reading

The Score Reading. It is important that you consistently work towards this assessment throughout the year by building up your knowledge of terms and symbols.

Key Competencies for Score Reading:

• Thinking: Use practical experiences to apply theoretical knowledge and vice versa; respond critically to what you see.
• Using Language, Symbols, and Texts: Use the symbols and text on the score to interpret what the composer is intending. 
• Managing Self: Persist and work towards self-improvement for further assessments; make flashcards to learn musical symbols.
• Relating to Others: Interact and share ideas with others.
• Participating and Contributing: Work out theoretical knowledge practically in group situations; test each other on glossary terms.

Curriculum Level

Music in Year 12 is based around Curriculum Level 7. However, some students will be working beyond this level. The Achievement Objectives of the National Curriculum are:

• Developing Practical Knowledge in Music (PK)
• Developing Ideas in Music (DI)
• Communicating and Interpreting in Music (CI)
• Understanding Music in Context (UC)

Learning Outcomes

By the end of Year 12, students should be proficient in:

• Playing music as a soloist and in an ensemble (CI)
• Creating music using Music Software (DI)
• Investigating and analyzing music and their composers (UC)
• Theoretical skills and stylistic conventions equivalent to Grade 5 Theory (PK)
• Aural perception and listening skills equivalent to Grade 5 Aural (PK)

We aim to reflect the 5 Sacred Heart Goals of Baradene as we undertake our learning:

1. A Personal and Active Faith in God
2.  A Deep Respect for Intellectual Values
3. Building of Community as a Christian Value
4. A Social Awareness Which Impels to Action
5. Personal Growth in an Atmosphere of Wise Freedom

Our aim is to create opportunities and quality outcomes that reflect the Key Competencies, Values, and Principles of the New Zealand Curriculum.