St Andrew’s and St. Bride’sMusic Department

ADVANCED HIGHER MUSIC

INDUCTION PACK

Course Requirements

Welcome to Advanced Higher Music! To enter this course, you must have achieved a pass at Higher Music, or the equivalent skills in performance, musical knowledge/theory and composition skills.

Entry to this course without Higher Music is entirely down to the discretion of music staff through discussion with the pupil and any other specialist staff.

UNIT REQUIREMENTS

This course consists of three mandatory units that must be passed in order to proceed with the course assessment:

PERFORMING UNIT (pass/fail)

COMPOSING UNIT (pass/fail)

UNDERSTANDING and ANALYSING MUSIC UNIT (pass/fail)

To gain a unit pass, pupils must meet various outcomes for each unit, which are detailed over the next few pages.

Pupils must complete a record of work throughout the course that will evidence the outcomes achieved for each unit.

COURSE ASSESSMENT

This will consist of two components:

PERFORMANCE EXAMINATION (60 marks)

QUESTION PAPER (40 marks)

PERFORMING UNIT

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Unit Outcomes

Requirements of Unit Assessment

Evidence

Perform music in a range of styles by:

1.1 Developing a range of advanced musical, interpretive and technical skills showing a clear understanding and sensitivity to the composers’ intentions.

1.2 Critically self-reflecting and evaluating the quality and accuracy of their performing and refining their performing skills.

Demonstrate your solo performing skills on two selected instruments.

Perform a variety of pieces in contrasting styles on each instrument.

Identify strengths and areas for development in performing.

Show understanding of musical concepts and language in reflective discussion.

Audio/video recordings

Oral and written self-reflection

COMPOSING UNIT

Unit Outcomes

Requirements of Unit Assessment Evidence

Create original music by:

1.1 Analysing how a range of advanced compositional methods and music concepts are used by composers for specific effect and the contexts which influenced their work.

1.2 Experimenting and using complex music concepts and compositional methods in creative and sophisticated ways to create, develop and refine original music.

Study music by various composers.

Identify concepts and how they are used.

Come up with basic musical ideas.

Make improvements on these initial ideas.

Annotated scores and homework exercises

Written music and audio recordings

Record of progress

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1.3 Developing musical ideas which make musical sense and realise their creative intentions.

1.4 Critically reflecting on their music and their creative choices and decisions

Demonstrate the ability to compose successfully (see additional checklist)

Identify strengths and areas for development in composing.

Show understanding of musical concepts and language in reflective discussion.

Written music and audio recording

Record of progress and checklist

Oral and written self-reflection

UNDERSTANDING and ANALYSING MUSIC

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Unit Outcomes Requirements of Unit Assessment

Evidence

Analyse sections/pieces of contrasting music by:

1.1 Identifying and analysing the use of level specific and other music concepts, signs and symbols in excerpts of music

1.2 Analysing style and form, melody, harmony and rhythm and the impact of social and cultural influences on the development of music.

Understand and recognise musical terms and concepts through listening

Show a knowledge of the background to specific styles of music.

Apply this knowledge to more in-depth study of musical styles.

Demonstrate musical literacy and knowledge of musical symbols and signs.

Listening exercises and end of unit tests

Essays/Powerpointpresentations

Worksheets

COURSE ASSESSMENT

Component Requirements Assessment

5

PERFORMANCE

(60 marks)

You must perform on TWO selected instruments.

All pieces for each instrument must be a minimum of grade 5 standard. Your teacher will advise you on appropriate level pieces.

You will perform a programme of 18 minutes in total between the two instruments.

Performance time on either of the two selected instruments must be a minimum of 6 minutes within the 18-minute programme.

You must ensure that there is a minimum of two contrasting styles presented on each instrument.

This will be examined by an external SQA examiner in May

This exam accounts for 60% of your course award.

This is assessed on a grade A to D basis.

QUESTION PAPER

(40 marks)

You will be expected to demonstrate an in depth knowledge and understanding of all music concepts and literacy signs and symbols.

This will be a one-hour listening paper where you will comment on musical excerpts and identify concepts.

This will be examined by an external SQA paper in May.

This exam accounts for the remaining 40% of your course award.

This is assessed on a grade A to D basis.

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PERFORMANCE ASSESSMENT CRITERIA

Instrument/voice

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Comments

Piece 1 —              Melodic accuracy/intonation              Rhythmic accuracy              Tempo and flow              Mood and character              Tone              Dynamics                             Piece 2 —              Melodic accuracy/intonation              Rhythmic accuracy              Tempo and flow              Mood and character              Tone              Dynamics                             Piece 3 —              Melodic accuracy/intonation              Rhythmic accuracy              Tempo and flow              Mood and character              Tone              Dynamics                             Piece 4 —              Melodic accuracy/intonation              Rhythmic accuracy              Tempo and flow              Mood and character              Tone              Dynamics                             

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Table of Musical and Literacy ConceptsNATIONAL 3

Styles Melody/Harmony

Rhythm/Tempo Texture/Structure/

Form

Timbre/Dynamics

BluesJazzRockPopRock‘n’rollMusicalScottishLatin American

AscendingDescendingStep (stepwise)Leap (leaping)RepetitionSequenceQuestion and answerImprovisationChordDiscordChord change

Accent/accentedBeat/pulseBar2, 3 or 4 beats in the barOn the beat /off the beatRepetitionSlower/faster

PauseMarchReelWaltzDrum fill

AdagioAllegro

Unison/octaveHarmony/chordSoloAccompanied/ unaccompaniedRepetitionOstinatoRiffRound

Striking (hitting)BlowingBowingStrummingPluckingOrchestra – strings, brass, woodwind and percussion (tuned and untuned)

AccordionFiddleBagpipesAcoustic guitar Electric guitarPianoOrganDrum kit

Steel bandScottish dance band Folk groupVoice/ChoirStaccatoLegato

LiteracyLines and spaces of the treble clefStepsRepetition

CrotchetMinimDottedMinimSemibreveBarlinesDouble barlines

f – fortep – piano< cresc (crescendo)> dim (diminuendo)

NATIONAL 4Styles Melody/Harmony Rhythm/Tempo Texture/

Structure/Form

Timbre/Dynamics

BaroqueRagtimeRomanticSwingConcertoOperaScots balladMouth musicReggaeAfrican musicRapping

Major/minor (tonality)DroneBroken chordArpeggioChord progression chords I, IV and V (major keys)Change of key

PedalScalePentatonic scaleOctaveVampScat singingOrnament

SyncopationScotch snapStrathspeyJigSimple time 2 3 4 4 4 4Compound timeAnacrusisAndanteAccelerandoRallentandoA tempoDotted rhythms

CanonTernary (ABA)Verse and chorusMiddle 8Theme and variationCadenzaImitation

Brass bandWind bandViolinCelloDouble bassHarpFluteClarinetSaxophonePan pipesRecorderTambourineGlockenspiel

TrumpetTromboneTimpaniSnare drumBass drumCymbalsTriangleGuiroXylophoneHarpsichord

Bass guitarDistortionMutedSopranoAltoTenorBassBacking vocals

LiteracyTreble clef staveC-A’Sequences

SemiquaverGrouped semiquaversPaired quaversRepeat signs

mf — mezzo fortemp — mezzo piano

8

NATIONAL 5

Styles Melody/Harmony Rhythm/Tempo

Texture/Structure/

Form

Timbre/Dynamics

SymphonyGospelClassicalPibrochCeltic rockBothy balladWaulking songGaelic psalmAriaChorusMinimalistIndian

Chord progressions including chord VI (major keys)Imperfect cadencePerfect cadenceInverted pedalChromaticWhole tone scaleGrace noteContrary motionCountermelodyTone/semitone

ModulationTrillGlissandoSyllabicMelismaticDescant (voice)Pitch bendAtonalCluster

RubatoRitardandoModeratoCross rhythmsCompound time— 6 9 12 8 8 8

StrophicBinary (AB)Rondo (ABACA…)EpisodeAlberti bassWalking bassGround bassHomophonicPolyphonicContrapuntalCoda

PiccoloOboeBassoon(French) horn TubaViolaCastanetsHi-hatCymbalsBongo drumsClarsach Bodhran

SitarTablaArco pizzicatoCon sordinoFlutter tonguingRollsReverbMezzo sopranoBaritoneA cappella

LiteracyTones, semitones Accidentals (flats, sharps and naturals)Scales and key signatures: C major, G major, F major and A minorChords: C major, G major, F major and A minorLeaps

Dotted rhythmsDotted crotchetDotted quaverScotch snap1st and 2nd timebars

ff — fortissimopp — pianissimosfz — sforzando

HIGHER

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Styles Melody/Harmony Rhythm/Tempo Texture/Structure/Form

Timbre/Dynamics

SonataOratorioImpressionistMusique concretePlainchantMassString quartetsRecitativeChamber musicJazz funkSoul music

Mode/modalRelative major/minorIntervalObbligato (instrumental)AcciaccaturaMordentPlagal cadenceInterrupted cadenceTierce de PicardieDominant 7thDiminished 7thAdded 6thHarmonic minor scaleMelodic minor scale

3 against 2Time changesIrregular time signaturesAugmentationDiminution

Through-composedDa capo ariaLiedPassacagliaConcerto grossoSonata formExpositionSubjectBasso continuoRitornello

TremolandoHarmonicsColoraturaRipienoConcertinoString quartet

LiteracyBass clef (E–C)Note naming and transposing into bass clefChords I, IV, V and VI in major and minor keysDiminishedDominantNaming and writing diatonic intervals formed from the tonic

68 timeQuaversCrotchetsDotted crotchetsDotted minimsTriplets

Rests: QuaverCrotchetDotted crotchetMinimSemibreveDa capo (DC)

SlursAccentsStaccato marksPhrase marks

ADVANCED HIGHER

Styles Melody/Harmony Rhythm/Tempo

Texture/Structure/Form

Timbre/Dynamics

RenaissancePavanGalliardMotetAyre/AirBallettMadrigal

AnthemNeo-classicalSerialChoraleNationalistElectronic dance musicContemporary jazz

AppoggiaturaTurnSuspensionTritonePolytonality/BitonalityTone Row/Note RowAugmented triadChords I, IV, V and VI in major and minor keysChord II and 1st inversion (major key only)

Hemiola FugueSubjectCountersubjectAnswerStrettoAntiphonalBridgeLeitmotivInversionRetrogradeSong Cycle

ConsortCountertenorSprechgesangPiano Trio

LiteracyMelody/Harmony Rhythm/Tempo

Identifying/Inserting chords to cadence points and under melodiesDiminished 7thDominant 7thAdded 6th1st and 2nd inversions of major and minor triadsChord II and 1st inversion (major key only)

TiesSyncopated rhythmsTime signature: 5 4Dal segno D.S.Fine

10

Bass Clef C – ETransposing bass clef into treble clefRewriting (in either treble or bass clef) a note at the same pitch using up to 2 ledger lines below or above the staveEnharmonic equivalent – rewriting a note at the same pitchScales and key signatures – D major, Bb major, E minor and D minor8va ( octave higher); 8vb (octave lower)Augmented triad

Time changes

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ADVANCED HIGHER GRADE ASSESSMENT DEADLINES 2015/16

All pupils sitting Advanced Higher Music must ensure that the following deadlines are met; otherwise they will be not be eligible for presentation.Each assessment MUST BE PASSED in order to proceed with the course. Failure to meet deadlines will result in a letter home.

TERM 1

24 August 2015 Analysis Piece 1 chosen

7 September 2015

9 September 2015

Performing (Instrument 1)

Composing

Pupils must complete and perform ONE piece.This will be recorded as evidence for the SQA

1st composition - Popsong to be completed

15 September 2015

15 September 2015

Listening

Analysis

This paper will cover concepts from Renaissance Period and will include cadences, ornaments, key signatures, time signatures, pitch (Treble and Bass Clef), Italian terms regarding dynamics and tempo.

1st piece introduction and background.

21 September 2015

Performing (Instrument 2)

Pupils must complete and perform ONE piece.This will be recorded as evidence for the SQA

2 November 2015 Analysis 1st draft submission, analysis of piece 1

9 November 2015 Performing (Instrument 1)

Pupils must complete and perform piece no 2.This will be recorded as evidence for the SQA

16 November 2015

Listening This paper will cover concepts from Baroque Period and will include cadences, ornaments, key signatures, time signatures, pitch (Treble and Bass Clef), Italian terms regarding dynamics and tempo.

23 November 2015

Performing (Instrument 2)

Pupils must complete and perform piece no 2.This will be recorded as evidence for the SQA

30 November 2015

Analysis Final submission/presentation of analysis of piece 1

9 December 2015 Composing 2nd Composition Theme and Variations to be completed

11 December 2015

Analysis 2nd piece chosen.

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TERM 2

Deadline(Week beginning)

Assessment

11 January 2016 Analysis 2nd piece, introduction and background submitted.

18 January 2016 Performing (Instrument 1)

Pupils must complete and perform piece no 3.This will be recorded as evidence for the SQA

1 February 2016

Analysis 2nd piece, introduction and background submitted.

8 February 2016

Performing(Instrument 2)

Pupils must complete and perform piece no 3.This will be recorded as evidence for the SQA

15 February 2016

Listening This paper will cover concepts from 20th century period and will include cadences, ornaments, key signatures, time signatures, pitch (Treble and Bass Clef), Italian terms regarding dynamics and tempo.

24 February 2016

Composing Final Composition to be completed.

29 February 2016

Performing(Instrument 1)

Pupils must complete and perform piece no 4.This will be recorded as evidence for the SQA

7 March 2016 Analysis 1st draft submission, analysis of piece 2 with comparison.

14 March 2016

21 March 2016

28 March 2016

Performing(Instrument 2)

Analysis

Performing PRELIM

Pupils must complete and perform piece no 4.This will be recorded as evidence for the SQA

Final submission/presentation

Perform full programme on both instruments

(1 April 2016 Easter Holidays begin)

TERM 3Date Assessment

Ongoing Listening Pupils will sit regular practice listening tests.

May 2016

May 2016

FINAL LISTENING EXAM

FINAL

40% of course awardPupils will be assessed through a one hour written paper which will cover all concepts from the concept table and include musical literacy.

60% of course award

13

PERFORMING EXAM

14

Advanced Higher Music ChecklistPerformingInstrument 1 ___________ Planned

Date Date Piece MarkAssessment 1 w/b 7th Sept /10Assessment 2 w/b 9th Nov /10Assessment 3 w/b 18th Jan /10Assessment 4 w/b 29th Feb /10Programme FinalisedPrelim w/b 21st Mar Mark /30 GradeExam May

Instrument 2 ___________ Planned

DateDate Piece Mark

Assessment 1 w/b 21nd Sept /10Assessment 2 w/b 23rd Nov /10Assessment 3 w/b 8th Feb /10Assessment 4 1/b 14th Mar /10Programme FinalisedPrelim w/b 21st Mar Mark /30 GradeExam May

ListeningPlanned Date Date Mark Grade

Assessment 1 (Renaissance) 15th SeptAssessment 2 (Baroque) 16th NovAssessment 3 (Classical) 7th DecAssessment 4 (Romantic) 25th JanAssessment 5 (20th Century) 8th FebPrelim Mid February

ComposingDeadline Evaluated Outcomes covered

Skills/ExercisesPop Song 16th SeptTheme and Variations 9th Dec3rd Composition 24th FebFinal Composition

Analysis Deadline Pass/Fail Audio/Score Examples ()

Piece 1 Chosen 24th AugPiece 1 Intro/background 15th SeptPiece 1 Draft 1 submission 2nd NovPiece 1 Final submission/presentation

30th Nov

Piece 2 Chosen 11th DecPiece 2 Intro/background 1st FebPiece 2 Draft 1 submission with comparison

7th Mar

Final submission 21st Mar

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