A-Level Music: Fundamental Skills: Chris Fish Autumn 2020

27/10/20
A-level Music:
Fundamental skills
Chris Fish
Autumn 2020
Welcome
2 Copyright © 2020 AQA and its licensors. All rights reserved.
1
27/10/20
About this webinar
The aims of this webinar are to:

•  reinforce your understanding of the fundamental skills of A-level Music
•  strengthen your confidence to support your students.
To achieve these aims, we’ll:

•  revisit the fundamental skills of A-level Music
•  examine student responses to questions that underpin these skills
•  discuss how students can better demonstrate their ability in exams
•  consider the implications for teaching and learning.
Format for this webinar
•  Introduction: What do we mean by ‘fundamental skills’?
•  For each skill identified, we’ll look at:

o  a brief description of the skill
o  how it fits into the assessment structure
o  why we’re exploring this skill
o  areas which students find most challenging
o  how you could support students in developing this skill.
•  Closing comments: Support from AQA.
•  The activities included in each of the fundamental skill sections can be

used in school with your students as well as with other subject colleagues.
2
27/10/20
New Ofqual requirements (2021)
There are no planned changes to the Component 1 written exam (7272/W).
7272/P – Performance:
•  Students now need to perform one or more pieces of music with a

combined minimum duration of at least three and a half minutes.
•  A complete, unedited recording of the live performance must be submitted

and, where available, the score or lead sheet for that performance also.
•  Penalties for not achieving the minimum time requirement will be adjusted
to take into account the new minimum time requirement.
7272/C – Composition:
•  Students now need to compose one piece of music with a duration of at

least two minutes.
•  Compositions may be in response to a set brief or be freely composed.
•  Submissions must include a complete recording of the composition with a

score, lead sheet or written account produced by the student.
•  Students do not have to perform their own composition.
3
27/10/20
7272/C – Composition:
•  The recording may be computer generated.
•  Penalties for not achieving the minimum time requirement will be adjusted
to take into account the new minimum time requirement.
•  Examiners will mark the one piece out of 25.
What do we mean by ‘fundamental skills’?
The ‘fundamental skills’ of a subject are the skills that students need to be able
to demonstrate to be successful in that subject. They’re related to, but
separate from, knowledge of the subject content.
For A-level Music the fundamental skills are:
•  developing high quality performances
•  analysing complex music and writing about it
•  using an understanding of complex musical concepts within a

compositional setting.
4
27/10/20
Skill 1: Developing high quality performances

(2021 only)
Component 2: Performance
What’s Music performance
assessed
How it’s Solo and/or ensemble performing as an instrumentalist, or
assessed vocalist and/or music production (via technology)
Requirement •  Students now need to perform one or more pieces of
music with a combined minimum duration of at least
three and a half minutes.
•  A complete, unedited recording of the live performance

must be submitted and, where available, the score or
lead sheet for that performance.
•  Penalties for not achieving the minimum time

requirement will be adjusted to take into account the new
minimum time requirement.
Please see page 4 of the Student responses booklet.
5
27/10/20
Why are we exploring this aspect?
Performance shows (however implicitly) an understanding of musical

elements.
•  Why crescendo at a particular point in a phrase?:

o  melodic
o  harmonic
o  textural.
•  Why play a repeated section quieter (or louder)?:

o structure (macro or micro).
•  Why accent a particular note?:

o rhythmic.
6
27/10/20
Activity: Exploring student responses
What mark out of 50 would you give this performance?
Student 1 (Voice):
•  If there are Angels
•  Berceuse
•  Hear Ye Israel
•  Twilight Fancies
Are there implications for different instruments?
Student 2 (Violin)
•  Black Eyes
•  Souvenir
•  Idylle
7
27/10/20
How will you support students in this aspect?
•  How can students demonstrating the areas for improvement highlighted in

the activity be supported?
•  What intervention might individual or groups of students require?
•  How might this be best provided?
Coffee break
8
27/10/20
Skill 2: Analysing complex music and writing about it

(no changes in 2021)
Component 1: Appraising music
What’s •  Listening
assessed •  Analysis
•  Contextual understanding
How it’s Exam paper with listening and written questions using
assessed excerpts of music
Questions •  Section A: listening [56 marks]
•  Section B: analysis [34 marks]
•  Section C: essay [30 marks]
This component is 40% of A-level marks [120 marks]
Skill 2: Analysing complex music and writing about it
Understanding these concepts and using them correctly within extended

writing responses is key.
9
27/10/20
The ability to write coherently about music using detailed, specific

musical terminology is fundamental to showing one’s understanding of
the subject. Consider the following:
•  Can a student identify a particular chord in Section B?
•  Can a student write about the effect a particular chord has in Section
C?
•  Can rhythmic features be identified and referred to?
•  Is there a clear understanding of style shown through the written

responses?
•  Is the style understood?
Students A-D.
10
27/10/20
Student B.
Student C.
11
27/10/20
Student D.
Student E.
12
27/10/20

Skill 3: Using an understanding of complex musical

concepts within a compositional setting (2021 only)
Component 3: Composition
What’s Composition
assessed
How it’s •  Composition 1: Composition to a brief [25 marks]
assessed or
•  Composition 2: Free composition [25 marks]
Requirement A minimum of two minutes of music in total is required.
•  Compositions may be in response to a set brief or be freely

composed.
•  Submissions must include a complete recording of the composition
with score, lead sheet or written account produced by the student.
•  Students don’t have to perform their own composition.
•  The recording may be computer generated.
•  Penalties for not achieving the minimum time requirement will be
adjusted to take into account the new minimum time requirement.
•  Examiners will mark the one piece out of 25.
13
27/10/20
Skill 3: Using an understanding of complex musical

concepts within a compositional setting
Composition shows (perhaps more than anywhere else in the course) an

understanding of musical elements. Consider the following:
•  Can a student use melody to create a balanced phrase?
•  Can a student use harmony and tonality to create a sense of

momentum and structure (at both micro and macro levels)?
•  Can a student use rhythm to create style?
•  Can texture be employed to give a new dimension to an idea?
•  Above all, can the understanding of musical elements be harnessed in

such a way as to create an engaging piece of music?
14
27/10/20
Which bracket would you put these two compositions in?
Student 3:
•  Brief: Amelia
•  Free: Siya Hamba
Which bracket would you put these two compositions in? (activity to go
through with your students)
Student 4:
•  Brief: Vignettes
•  Free: Ballade in the Style of Brahms
15
27/10/20
Which bracket would you put these two compositions in?
Student 5:
•  Brief: Chorales
•  Free: God is our Refuge

16
27/10/20
Support from AQA
Resources
Take advantage of our extra resources in the ‘Plan’, ‘Teach’ and ‘Assess’
sections of our website.
17
27/10/20
Event materials
The electronic materials from this event will be available to download shortly. If
you aren’t able to download them at this time, they will be made available to
you in the customer portal of our online booking system.
Once we receive notification that you have attended the course, you will be
sent a certificate of attendance email. When you receive the email, please log
in to your account and the materials will be available on the ‘my resources’ tab
on the welcome screen.
Get in touch
Our friendly team will be happy to

support you between 8am and
4pm, Monday to Friday.
Tel: 01483 437 750

Email: music@aqa.org.uk
Twitter: @AQA
aqa.org.uk
18
27/10/20
Thank you
19

A-Level Music: Fundamental Skills: Chris Fish Autumn 2020

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

A-Level Music: Fundamental Skills: Chris Fish Autumn 2020

Uploaded by

Copyright:

Available Formats

27/10/20

2 Copyright © 2020 AQA and its licensors. All rights reserved.

About this webinar

The aims of this webinar are to:

To achieve these aims, we’ll:

3 Copyright © 2020 AQA and its licensors. All rights reserved.

Format for this webinar

• Introduction: What do we mean by ‘fundamental skills’?

• For each skill identified, we’ll look at:

• Closing comments: Support from AQA.

• The activities included in each of the fundamental skill sections can be

4 Copyright © 2020 AQA and its licensors. All rights reserved.

New Ofqual requirements (2021)

There are no planned changes to the Component 1 written exam (7272/W).

• Students now need to perform one or more pieces of music with a

• A complete, unedited recording of the live performance must be submitted

5 Copyright © 2020 AQA and its licensors. All rights reserved.

New Ofqual requirements (2021)

• Students now need to compose one piece of music with a duration of at

• Compositions may be in response to a set brief or be freely composed.

• Submissions must include a complete recording of the composition with a

• Students do not have to perform their own composition.

6 Copyright © 2020 AQA and its licensors. All rights reserved.

New Ofqual requirements (2021)

• The recording may be computer generated.

• Examiners will mark the one piece out of 25.

7 Copyright © 2020 AQA and its licensors. All rights reserved.

What do we mean by ‘fundamental skills’?

For A-level Music the fundamental skills are:

• developing high quality performances

• analysing complex music and writing about it

• using an understanding of complex musical concepts within a

8 Copyright © 2020 AQA and its licensors. All rights reserved.

Skill 1: Developing high quality performances

• A complete, unedited recording of the live performance

• Penalties for not achieving the minimum time

9 Copyright © 2020 AQA and its licensors. All rights reserved.

Skill 1: Developing high quality performances

Please see page 4 of the Student responses booklet.

10 Copyright © 2020 AQA and its licensors. All rights reserved.

Skill 1: Developing high quality performances

Please see page 5 of the Student responses booklet.

11 Copyright © 2020 AQA and its licensors. All rights reserved.

Why are we exploring this aspect?

Performance shows (however implicitly) an understanding of musical

• Why crescendo at a particular point in a phrase?:

• Why play a repeated section quieter (or louder)?:

• Why accent a particular note?:

12 Copyright © 2020 AQA and its licensors. All rights reserved.

Activity: Exploring student responses

What mark out of 50 would you give this performance?

• If there are Angels

13 Copyright © 2020 AQA and its licensors. All rights reserved.

Activity: Exploring student responses

Are there implications for different instruments?

14 Copyright © 2020 AQA and its licensors. All rights reserved.

How will you support students in this aspect?

• How can students demonstrating the areas for improvement highlighted in

• What intervention might individual or groups of students require?

• How might this be best provided?

15 Copyright © 2020 AQA and its licensors. All rights reserved.

16 Copyright © 2020 AQA and its licensors. All rights reserved.

Skill 2: Analysing complex music and writing about it

•  Introduction: What do we mean by ‘fundamental skills’?

•  For each skill identified, we’ll look at:

•  Closing comments: Support from AQA.

•  The activities included in each of the fundamental skill sections can be

•  Students now need to perform one or more pieces of music with a

•  A complete, unedited recording of the live performance must be submitted

•  Students now need to compose one piece of music with a duration of at

•  Compositions may be in response to a set brief or be freely composed.

•  Submissions must include a complete recording of the composition with a

•  Students do not have to perform their own composition.

•  The recording may be computer generated.

•  Examiners will mark the one piece out of 25.

•  developing high quality performances

•  analysing complex music and writing about it

•  using an understanding of complex musical concepts within a

•  A complete, unedited recording of the live performance

•  Penalties for not achieving the minimum time

•  Why crescendo at a particular point in a phrase?:

•  Why play a repeated section quieter (or louder)?:

•  Why accent a particular note?:

•  If there are Angels

•  How can students demonstrating the areas for improvement highlighted in

•  What intervention might individual or groups of students require?

•  How might this be best provided?

•  Can a student identify a particular chord in Section B?

•  Can rhythmic features be identified and referred to?

•  Is there a clear understanding of style shown through the written

•  Is the style understood?

•  How can students demonstrating the areas for improvement highlighted in

•  What intervention might individual or groups of students require?

•  How might this be best provided?

•  Compositions may be in response to a set brief or be freely

•  Can a student use melody to create a balanced phrase?

•  Can a student use harmony and tonality to create a sense of

•  Can a student use rhythm to create style?

•  Can texture be employed to give a new dimension to an idea?

•  Above all, can the understanding of musical elements be harnessed in

•  Free: Siya Hamba

•  Free: Ballade in the Style of Brahms

•  Free: God is our Refuge

•  How can students demonstrating the areas for improvement highlighted in

•  What intervention might individual or groups of students require?

•  How might this be best provided?