Year 13 Music (Level 3)

This course will introduce students to many new aspects of music and provide opportunities to improve skills already developed in Level 2 Music.

Course Description

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.

All students must be learning an instrument or voice and be involved in a music group at Baradene College. Please see the Head of Music if you need to join a group.

Music in Year 13 is based around Curriculum Level 7-8. 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)

Music Achievement Standards

Level 3 Music is divided into two separate courses – Music Studies and Making Music – though overlap is permitted to suit an individual’s strengths and areas of specialty. Music is an approved domain for University Entrance. The credits contribute towards the Level 3 National Certificate of Educational Achievement.

The total number of credits available in Music at Level 3 is 58, of which students will design their own course and complete between 20-24 credits. It is likely that everyone in the class will be doing different combinations of standards, so students will need to develop strong independent work skills to succeed in Level 3 Music.

Students will be asked to select which standards they want to enter early in the year. They should think carefully about their strengths and interests as well as university requirements. Consultation with parents and teachers is recommended before making a final decision.

NCEA Level 3 students will be assessed using the following Achievement Standards:

Making Music:

• Perform two programmes of music as a featured soloist
• Demonstrate ensemble skills by performing two substantial pieces of music as a member of a group 
• Perform a programme of music as a featured soloist on a second instrument 
• Communicate musical intention by composing three original pieces of music 
• Compose three original songs that express imaginative thinking

Music Studies:

• Create two arrangements for an ensemble 
• Research a music topic 
• Demonstrate knowledge of conventions in a range of music scores

Performance

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

Performance 

• Solo Performance (1): Term 1 - One piece or movement
• Solo Performance (2): Term 2 - Two contrasting pieces or movements
• Second Instrument: Term 2 - Two contrasting pieces or movements
• Group Performance: Term 3 - One piece or movement.

Every credit students get in performance should ideally equate to 10 hours of playing. Therefore, to gain 8 credits for Level 3 Solo Performance, we expect roughly 80 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 and Songwriting

Composition and Songwriting are assessed over the course of the year, students will compose three pieces of music based on composition/songwriting tasks. The nature of the pieces will be outlined in the assessment task sheet.

Composition and Songwriting 

• Composition/Song 1: Term 1
• Composition/Song 2: Term 2
• Composition/Song 3: 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.

Arrangement 

Arrangement is assessed over the course of the year, students will devise two arrangements of existing pieces from a reduced score. The nature of the arrangement will be outlined in the assessment task sheet.

Arrangement 

• Arrangement 1: Term 2
• Arrangement 2: Term 3

Key Competencies for Arrangement:

• Thinking: Think creatively; use a variety of compositional/arranging devices; critically reflect on your Arrangement.
• 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 Arrangement; give constructive feedback for other Arrangements.
• Participating and Contributing: Give a live performance of your Arrangement to friends and whanau; express personal emotions, experiences, or opinions through composition. 

Score Reading 

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

Score Reading 

•    NZQA External Examination in November

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.

Music Research

This achievement standard requires students to research a music topic and to present and reflect on their findings. Researching a music topic involves sourcing, collating, and processing evidence from a range of sources to construct and deliver a presentation that draws insightful, substantiated, and valid conclusions on the selected area of research.

The topic can be anything directly related or connected to music. This could be an individual or a group, the development of an important technical advance, a cultural or historical convention, or one of many other possibilities. The nature of the Research will be outlined in the assessment task sheet.

Music Research

Key Competencies for Music Research:

• Thinking: Analyze and synthesize data; respond critically to information and draw conclusions.
• Using Language, Symbols, and Texts: Filter relevant information from symbols and text.
• Managing Self: Persist and work towards self-improvement for further assessments; create sub-questions.
• Relating to Others: Interact and share ideas with others.
• Participating and Contributing: Present and share research outcomes with others.

 Learning Outcomes

By the end of Year 13, 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.