CAIRNS SDE
Subject: Music
Year Level: 9
Student Name:
Assessment
Performance Time Allowed: 4 Weeks
Instrument:
Unit: Rock Music
Global Learning
Context:
Throughout the unit you have also focussed on performing tips and expressive elements within a piece of
music.
Conditions for assessment:
Performance
Part A: Video Tape yourself performing both ‘Rock City’ and ‘Under the Radar’.
Part B: Submit a self-reflection of your performance along with your video recording.
Making — Performing
1. Practise your selected piece using practise tips discussed in the unit. It may be a good idea to write the letter
names of the notes first before you play. Use a number of strategies to practise the piece - play separate hands first,
play along to the recording, clap the rhythms.
2. Ensure you are playing with the correct timing, tempo and attention to dynamic levels.
3. Record your performance. View your performance and then complete a self-reflection on your performance
4. Submit the video recording along with your self-refection. Ensure to keep a back-up copy on your computer.
Conditions
• Individual and undertaken in class time
• Your video must show all of your arms and upper body and the recording must be clearly heard.
• Teacher support and feedback on performance interpretation is available throughout the course.
Strands to be assessed RESULTS
Responding
OVERALL RESULT
Teacher feedback
Declaration of Authenticity
I declare that all material presented is my own work, or fully and specifically acknowledged wherever
adapted from other sources. I understand that if at any time it is shown that I have significantly
misrepresented material presented any level of achievement or credits awarded to me on the basis of
that material may be revoked.
________________________ ______________________
(Students Name) (Students Signature)
Part A: Recording checklist
- I have introduced myself and the piece I am playing
- I have recorded my performance
- I have my recording and reflection task ready to send to my teacher
Part B: Self-reflection on your performance
Watch the recording of your own performance. Reflect and respond on the following
performance aspects:
1) Was my stage presence confident? Explain and provide 2 examples.
Yes, despite the fact that I was sightreading almost all the excerpts I felt confident as I’ve
played all of these in the past. For example, in the Bartok I was familiar with the time
signature changes it’s not out of the norm for a composer like him. In the Pratt I was very
confident. This is shown by how lose my grip is as it creates no tension.
2) What were the strengths of my performance? Provide 2 examples of what you thought
you did really well.
• Confidence
• Knowing the music
• Playing and listening to classical music for 8 years
3) Were there any areas you would you like to improve on? Provide 2 examples.
Yes, at the start of the Bartok some of the semi quavers were not consistent so if I did a
second take I’d fix that.
3) Analyse and evaluate how you portrayed the style of the piece. Give 2 examples.
I’ve played the full length of all these pieces so I have a good understanding of the other
instruments party, colour, backstory and so on.
4) How effectively did you use dynamics and expression in my performance? Give 2
examples.
In the Britten I crescendo on the triplets and play pianissimo when it is written to do so
whilst still keeping with the bouncy feel. Another example is the firebird excerpt which starts
soft and gets loud with the whole orchestra.
Assessment Task – Marking Guide
Type Practical and Written
Assessment Task Name Performance Assessment Task
Date
Description Performance video and written reflection
Learning Area Music
Criteria Sub-strand A B C D E
Interpret, rehearse and Interpret, rehearse and Interpret, rehearse and Rehearse and perform solo Perform solo repertoire
perform solo repertoire in a perform solo repertoire in a perform solo repertoire in a repertoire with technical
range of forms and styles range of forms and styles range of forms and styles. control.
with sustained technical and with technical and
interpretive skill, purpose, interpretive skill, and musical
and musical sensitivity. sensitivity.
Performing Interpret and perform Interpret and perform music Interpret and perform music
Making with technical control,
complex music with accurate with accurate technical
technical control, expression control, expression and expression and stylistic
and stylistic understanding. stylistic understanding. understanding.
Perform with few errors that Perform with few errors.
do not distract from the
overall performance.
Analyse and evaluate Analyse and evaluate Analyse different scores and Describe different scores or Make statements about
different scores and different scores and performances aurally and performances scores or performances
performances aurally and performances aurally and visually
visually using the elements visually using the elements
Responding of music to refine their own of music to consider their
performances. The analysis future performances.
demonstrates learning area
vocabulary, self-awareness
and reflective practice.
Assessment Task – Marking Guide
Type Practical and Written
Assessment Task Name Performance Assessment Task
Date
Description Performance video and written reflection
Learning Area Music
Criteria Sub-strand A B C D E
Evaluate the use of Evaluate the use of They evaluate the use of Identify the use the
elements of music and elements of music and elements of music and musical elements in rock
define the characteristics define the characteristics defining characteristics music
of rock music of rock music from different musical
Responding Responding demonstrating use demonstrating using styles
extensive music appropriate music
terminology and relevant terminology and
examples to justify your examples
views