GCSE Music
Specimen Assessment Materials
For first teaching from September 2009
For first award in Summer 2011
Subject Code: 7010
Foreword
The awarding bodies have prepared new specifications to comply with revised GCSE criteria.
The specimen assessment material accompanying new specifications are provided to give centres
guidance on the structure and character of the planned assessments in advance of the first
assessment. It is intended that the specimen assessment materials contained in this booklet will
help teachers and students to understand, as fully as possible, the markers’ expectations of
candidates’ responses to the types of tasks and questions set at GCSE level. These specimen
assessment materials should be used in conjunction with CCEA’s GCSE Music specification.
GCSE Music
Specimen Assessment Materials
Contents
Specimen Papers
Part 1: Listening and Appraising
Part 2: Listening and Appraising
1
3
13
Mark Schemes
General Marking Instructions
Part 1: Listening and Appraising
Part 2: Listening and Appraising
33
35
39
45
Subject Code
QAN
7010
500/4515/5
A CCEA Publication © 2008
You may download further copies of this publication from www.ccea.org.uk
Specimen Papers
1
2
Centre Number
71
Candidate Number
General Certificate of Secondary Education
2011
Music
Part 1
Listening and Appraising
[CODE]
SPECIMEN PAPER
TIME
45 minutes
INSTRUCTIONS TO CANDIDATES
Write your Centre Number and Candidate Number in the spaces provided
at the top of this page.
Write your answers in the spaces provided in this question paper.
Answer all six questions.
INFORMATION FOR CANDIDATES
The total mark for this part is 60.
Figures in brackets printed down the right-hand side of pages indicate the
marks awarded to each question or part question.
Quality of Written Communication will be assessed in question 4(a).
For Examiner’s
use only
Question
Marks
Number
1
2
3
4
5
6
Total
Marks
3
Answer all questions
1
Here are four short extracts of music. You will hear extract (a), followed by
extract (b), followed by extract (c), followed by extract (d). You will hear each of
them twice.
(a)
(i)
Which of the following describes the dance style of the piece?
(Circle the correct answer)
Minuet
(ii)
(i)
Strathspey
Tango
Folk Song
Lied
Recitative
(i)
(i)
[1]
Name the percussion instrument playing the ostinato.
__________________________________________________________
(ii)
[2]
Name the type of voice.
__________________________________________________________
(d)
[1]
Name the instruments playing the ostinato.
__________________________________________________________
(iii)
[1]
What type of ostinato is this?
__________________________________________________________
(ii)
[1]
Name the solo instrument.
__________________________________________________________
(c)
[1]
What term best describes the bass line of this piece?
__________________________________________________________
(ii)
[1]
Which of the following describes the form of the piece?
(Circle the correct answer)
Aria
(b)
Reel
[1]
Give a term to describe how the accompanying strings are being played.
__________________________________________________________
4
[1]
2
You will hear this extract three times.
(a)
(i)
Name the musical device played by the strings in the opening section.
__________________________________________________________
(ii)
[1]
Name the four other instruments playing in this extract.
1 ________________________________________________________
2 ________________________________________________________
3 ________________________________________________________
4 ________________________________________________________
(b)
(i)
Which time signature is used in this extract?
(Circle the correct answer)
2
4
(ii)
[4]
3
4
4
4
5
4
6
8
[1]
Complete the following:
The title of this work is _______________________________________
This movement is called ______________________________________
The composer is ____________________________________________
(c)
(i)
To which of these periods does this music belong?
(Circle the correct answer)
Baroque
(ii)
[3]
Classical
Romantic
Twentieth Century
[1]
Give three reasons for your answer.
1 ________________________________________________________
2 ________________________________________________________
3 ________________________________________________________
5
[3]
3
You will hear this extract three times. The text of the extract is printed below:
1
Dies irae, Dies illa,
Dies irae, Dies illa,
Dies irae, Dies illa, solvet saeculum in favilla,
Teste David cum Sibylla
5 Quantus tremor est futurus, quando judex est venturus,
Cuncta stricte discussurus!
Dies irae, Dies illa,
Dies irae, Dies illa,
Tuba mirum spargens sonum
10 Per sepulcra regionum, coget omnes ante thronum.
(a)
(i)
Name four instruments which play the ostinato in the introduction.
1 ________________________________________________________
2 ________________________________________________________
3 ________________________________________________________
4 ________________________________________________________
(ii)
[4]
Which statement describes the texture of the vocal parts at the
beginning?
(Tick the box next to the correct answer)
Men’s voices sing homophonically
Mixed voices sing in unison
Ladies voices sing in unison
Mixed voices sing homophonically
(b)
(i)
At the end of which line does the ostinato stop for the first time?
__________________________________________________________
(ii)
(i)
[1]
Name the work this extract is taken from.
__________________________________________________________
(ii)
[1]
What kind of scale does the Horn part play in Line 8?
__________________________________________________________
(c)
[1]
[1]
Name the composer of this work.
__________________________________________________________
6
[1]
4
You will hear this music three times.
(a)
Write a short description of the piece, commenting on the ostinato, the
electronic effects and any other interesting features.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
(b)
[6]
Circle whether you liked or disliked the music and give two reasons for your
choice.
I liked/disliked the piece because:
1 _____________________________________________________________
_____________________________________________________________
2 _____________________________________________________________
_____________________________________________________________
7
[2]
5
You will hear this music four times. A skeleton score is provided on the opposite
page.
(a)
(i)
On the stave below, write two bars of the ostinato rhythm. The time
signature and the first note are given.
[3]
(ii)
Name the cadence at bar 15/16.
Cadence: __________________________________________________
(b)
(i)
[1]
Which two instruments play the melody from bar 1–24?
1 ________________________________________________________
2 ________________________________________________________
(ii)
Which family of instruments plays this part of the movement?
__________________________________________________________
(c)
(i)
[1]
Which instruments play for the first time in bar 25?
__________________________________________________________
(d)
(i)
[1]
Which of the following describes the speed of the music?
(Circle the correct answer)
Allegro
(ii)
[1]
Two ‘grace notes’ are missing on the score. In which bar should they
appear?
Bar_____________________
(ii)
[2]
Allegretto
Presto
Vivace
[1]
Complete the following:
This music comes from the slow movement from __________________
by ____________________________________
8
[2]
9
6
Read the following paragraph:
‘The British Phonographic Institute, (the UK record companies association) recently released
figures which showed that sales of CDs dipped in 2007 by 10.8%. This amounts to 19.6m
fewer albums sold compared with 2006 figures.’
© British Phonographic Institute
(a)
(i)
Give two reasons for the drop in CD sales in the United Kingdom last
year.
1 ________________________________________________________
________________________________________________________
2 ________________________________________________________
________________________________________________________
(ii)
[2]
Give one consequence for retail outlets if this trend continues and
provide one example to support your answer.
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
(b)
(i)
[2]
List three pieces of electronic equipment invented in recent years which
we use to listen to music.
1 ________________________________________________________
2 ________________________________________________________
3 ________________________________________________________
(ii)
[3]
Of your three answers above, which electronic equipment do you
prefer? Give a reason for your answer.
I prefer _____________________ because _______________________
__________________________________________________________
[1]
Total
[60]
10
___________________________________________
THIS IS THE END OF THE QUESTION PAPER
___________________________________________
11
12
Centre Number
71
Candidate Number
General Certificate of Secondary Education
2011
Music
Part 2
Listening and Appraising
[CODE]
SPECIMEN PAPER
TIME
45 minutes
INSTRUCTIONS TO CANDIDATES
This paper is in 3 sections:
Section A – Musical Traditions in Ireland
Section B – Incidental Music
Section C – Vocal Music
For Examiner’s use only
Choose any two sections and answer all questions in each of them.
Write your Centre Number and Candidate Number in the spaces
provided at the top of this page.
Write your answers in the spaces provided in this question paper.
Quality of Written Communication will be assessed in question 3 in
each section.
Section
Question
Number
A
1
2
3
B
1
2
3
INFORMATION FOR CANDIDATES
C
The total mark for this paper is 80.
Figures in brackets down the right-hand side of pages indicate the
marks awarded in each question or part question.
2
3
Total Marks
13
1
Marks
Section A: Musical Traditions in Ireland
Answer all questions
1
You will hear this extract three times.
(a)
(i)
Give the title of the piece.
__________________________________________________________
(ii)
Name the instrument that plays at the beginning of the extract.
__________________________________________________________
(b)
(i)
[1]
Which of the following describes the form of the piece?
(Circle the correct answer)
ABABA
(ii)
[1]
ABBAA
AAABB
AABBA
Describe eight features of the music in verse two.
1 ________________________________________________________
________________________________________________________
2 ________________________________________________________
________________________________________________________
3 ________________________________________________________
________________________________________________________
4 ________________________________________________________
________________________________________________________
5 ________________________________________________________
________________________________________________________
6 ________________________________________________________
________________________________________________________
7 ________________________________________________________
________________________________________________________
14
[1]
8 ________________________________________________________
________________________________________________________
(c)
[8]
Name the performers of the piece.
_______________________________________________________________
15
[1]
2
You will hear two performances of a well known song. Performance A followed by
Performance B will be played three times.
(a)
List two similarities and twelve differences between Performance A and
Performance B.
(i)
Similarities:
1 _______________________________________________________
_______________________________________________________
2 _______________________________________________________
_______________________________________________________
(ii)
Differences:
1 _______________________________________________________
_______________________________________________________
2 _______________________________________________________
_______________________________________________________
3 _______________________________________________________
_______________________________________________________
4 _______________________________________________________
_______________________________________________________
5 _______________________________________________________
_______________________________________________________
6 _______________________________________________________
_______________________________________________________
7 _______________________________________________________
_______________________________________________________
8 _______________________________________________________
_______________________________________________________
16
[2]
9 _______________________________________________________
_______________________________________________________
10 _______________________________________________________
_______________________________________________________
11 _______________________________________________________
_______________________________________________________
12 _______________________________________________________
_______________________________________________________
(b)
[12]
Which of the two performances did you prefer?
(Circle your choice)
A
B
Give two reasons to support your choice.
1 ______________________________________________________________
______________________________________________________________
2 ______________________________________________________________
______________________________________________________________
17
[2]
3
You will hear this extract four times.
Write a short description of the music referring to its instrumentation, rhythmic
colour and any other interesting features of the music.
[12]
Section A
18
[40]
(QUESTIONS CONTINUE OVERLEAF)
19
Section B: Incidental Music
Answer all questions
1
You will hear an extract from one of your set works. The music will be played four
times.
(a)
(i)
Give the title of the piece.
__________________________________________________________
(ii)
Which of the following describes the tempo?
(Circle the correct answer)
Adagio
(b)
(i)
[1]
Allegretto
Allegro
Maestoso
[1]
Name the two instruments which play the opening melody.
Instrument 1 ___________________
Instrument 2 ___________________
(ii)
[2]
Describe how the two instruments relate to each other in this opening
section.
[2]
(c)
(i)
After the opening there is a big crescendo and the melody is played
again.
Which instruments play at this point?
__________________________________________________________
20
[1]
(ii)
How does the composer illustrate this title through the music?
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
__________________________________________________________
(d)
(i)
Give the title of the play for which this music was written.
__________________________________________________________
(ii)
[5]
[1]
Name the composer.
__________________________________________________________
21
[1]
2
You will hear this extract three times.
(a)
(i)
On the score on page 23, complete the pitch outline for bar 4.
(ii)
Which of the following describes the opening?
(Circle the correct answer)
Intro
(b)
Middle 8
Riff
[4]
Sequence
[1]
Presto
[1]
Which of the following describes the tempo?
(Circle the correct answer)
(i)
Allegro
Lento
Moderato
(ii)
Describe how digital technology has altered this extract to make it
suitable for a science-fiction television series.
[5]
(c)
How effective do you think this TV theme is?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
22
[3]
© BBC, composed by Ron Granier
23
3
You will hear this music three times.
Describe the piece commenting on the form, orchestration and musical themes.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Section B
24
[12]
[40]
(QUESTIONS CONTINUE OVERLEAF)
25
Section C: Vocal Music
Answer all questions
1
You will hear this extract three times.
A skeleton score of the first 19 bars is printed opposite.
(a)
(i)
Name the four types of voices.
1 ________________________________________________________
2 ________________________________________________________
3 ________________________________________________________
4 ________________________________________________________
(ii)
Which voices sing in bars 5–7 and 14–16?
__________________________________________________________
(b)
(i)
Minims
Quavers
Semiquavers
(i)
[1]
Give a word which describes the texture of the music from bar 18.
__________________________________________________________
(d)
[1]
Give a word which describes the texture of the music in the opening
bars.
__________________________________________________________
(ii)
[1]
What happens in the music in bars 12 and 13?
__________________________________________________________
(c)
[2]
Which of the following describes the kind of notes which the violins
play in bars 2–4 and 11–14?
(Circle the correct answer)
Crotchets
(ii)
[4]
[1]
To which period does this music belong?
_______________________________________________________________
26
[1]
27
2
You will hear two extracts, Performance A and Performance B.
You will hear Performance A performed three times followed by Performance B
performed three times.
Performance A
Due to copyright restrictions the intended lyrics
cannot be printed for this question. For live
examinations this restriction does not apply.
(a)
(i)
Name four of the instruments played in this extract.
1 ___________________________________________
2 ___________________________________________
3 ___________________________________________
4 ___________________________________________
(ii)
[4]
How are each of these instruments used in this extract?
Instrument:
1 ________________________________________________________
________________________________________________________
2 ________________________________________________________
________________________________________________________
3 ________________________________________________________
________________________________________________________
4 ________________________________________________________
________________________________________________________
28
[4]
Performance B
Due to copyright restrictions the intended lyrics
cannot be printed for this question. For live
examinations this restriction does not apply.
(b)
Comment on the differences of the vocals and the instrumentation between
Performance A and Performance B.
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
29
[9]
3
You will hear this extract four times.
The words of the song are printed on the opposite page.
Comment on the structure, instruments, voices, tempo, dynamics and any other
interesting features of the music.
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
Section C
30
[12]
[40]
Mr Mistoffelees
1
2
3
You ought to ask Mr Mistoffelees – the original conjuring cat –
The greatest magicians have something to learn
From Mr Mistoffelees’ conjuring turn. Presto!
4
5
6
CHORUS: And we all say
Oh well I never was there ever
A cat so clever as magical Mr Mistoffelees?
7
8
9
10
11
12
13
14
15
16
17
18
19
20
He is quiet and small, he is black,
From his ears to the tip of his tail.
He can creep through the tiniest crack
He can walk on the narrowest rail.
He can pick any card from a pack
He is equally cunning with dice.
He is always deceiving you into believing
That he’s only hunting for mice.
He can play any trick with a cork
Or a spoon and a bit of fish-paste
If you look for a knife or a fork
And you think it is merely misplaced –
You’ve seen it one moment and then it is gawn!
But you’ll find it next week lying out on the lawn.
21
22
23
CHORUS: And we all say
Oh well I never was there ever
A cat so clever as magical Mr Mistoffelees?
24
25
26
27
28
29
30
31
32
33
34
35
36
37
His manner is vague and aloof,
You would think there was nobody shyer –
But his voice has been heard on the roof
When he was curled up by the fire.
And he’s sometimes been heard by the fire
When he was about on the roof –
(At least we all heard that somebody purred)
Which is incontestable proof
Of his singular magical powers.
And I have known the family to call
Him in from the garden for hours
When he was asleep in the hall.
And not long ago this phenomenal cat
Produced seven kittens right out of a hat!
38
39
40
CHORUS: And we all say
Oh well I never was there ever
A cat so clever as magical Mr Mistoffelees?
41
42
Ladies and Gentlemen,
I give you – the marvellous, magical Mr Mistoffelees! Presto!
© Faber and Faber Ltd, Old Possum’s Book of Practical Cats by T.S. Eliot.
Adapted by Andrew Lloyd Webber.
31
___________________________________________
THIS IS THE END OF THE QUESTION PAPER
___________________________________________
32
Mark Schemes
33
34
General Certificate of Secondary Education
Music
GENERAL MARKING
INSTRUCTIONS
35
General Marking Instructions
Introduction
Mark schemes are intended to ensure that the GCSE examinations are marked consistently and
fairly. The mark schemes provide markers with an indication of the nature and range of candidates’
responses likely to be worthy of credit. They also set out the criteria which they should apply in
allocating marks to candidates’ responses. The mark schemes should be read in conjunction with
the general marking instructions.
Assessment Objectives
The following are the objectives for GCSE music.
Candidates must demonstrate aural perception, musical skills, knowledge and understanding and
communication through a series of interrelated assessment objectives. All candidates must develop
the following skills:
• performing skills: performing/realising with technical control, expression and interpretation
(AO1);
• composing skills: composing/creating and developing musical ideas with technical control and
coherence (AO2); and
• listening and appraising skills: analysing and evaluating music using musical terminology
(AO3).
Quality of candidates’ responses
In marking the examination papers, examiners should be looking for a quality response reflecting
the level of maturity which may reasonably be expected of a 16-year-old which is the age at which
the majority of candidates sit their GCSE examinations.
Flexibility in marking
Mark schemes are not intended to be totally prescriptive. No mark scheme can cover all the
response which candidates may produce. In the event of anticipated answers, examiners are
expected to use their professional judgement to asses the validity of answers. If an answer is
particularly problematic, then examiners should seek the guidance of the Supervising Examiners.
Positive Marking
Examiners are encouraged to be positive in their marking, giving appropriate credit for what
candidates know, understand and can do rather than penalising candidates for errors or omissions.
Examiners should make use of the whole of the available mark range for any particular question
and be prepared to award full marks for a response which is a good as might reasonably be expected
of a 16-year-old GCSE candidate.
Awarding zero marks
Marks should only be awarded for valid responses and no marks should be awarded for an answer
which is completely incorrect or inappropriate.
Types of marks schemes
Mark schemes for tasks or questions which require candidates to respond in extended written form
are marked on the basis of levels of response which take account of the quality of written
communication.
Other questions which require only short answers are marked on a point for point basis with marks
being awarded for each valid piece of information provided.
36
Levels of response
Tasks and questions requiring candidates to respond in extended writing are marked in terms of
levels of response. In deciding which level of response to award, examiners should look for the
‘best-fit’ bearing in mind that weakness in one area may be compensated for by strength in another.
In deciding which mark within a particular level to award to any response, examiners are expected
to use their professional judgement. The following guidance is provided to assist examiners.
•
•
•
Treshold performance: Response which just merits inclusion in the level and should be
awarded a mark at or near bottom of the range.
Intermediate performance: Response which clearly merits inclusion in the level and should be
awarded a mark at or near the middle of the range.
High Performance: Response which fully satisfies the level description and should be awarded
a mark at or near the top of the range.
Quality of written communication
Quality of written communication is taken into account in assessing candidates’ responses to all
tasks and questions that require them to respond in extended written form. These tasks and
questions are marked on the basis of levels of response. The description for each level of response
includes references to the quality of written communication.
For conciseness, quality of written communication is distinguished within levels of response as
follows:
Level 1: Quality of written communication is limited.
Level 2: Quality of written communication is appropriate.
Level 3: Quality of written communication is good.
Level 1 (Limited): The organisation of the material may lack clarity and coherence. There is some
use of appropriate specialist vocabulary. Presentation, spelling, punctuation and grammar are
sufficiently competent to make meaning clear.
Level 2 (Appropriate): Relevant material is organised with some clarity and coherence. There is
some use of appropriate specialist vocabulary. Presentation, spelling, punctuation and grammar are
sufficiently competent to make meaning clear.
Level 3 (Good): Relevant material is organised with a good degree of clarity and coherence. There
is widespread use of appropriate specialist vocabulary. Presentation, spelling, punctuation and
grammar are of sufficiently high standard to make meaning clear.
37
38
General Certificate of Secondary Education
2011
Music
Part 1
Listening and Appraising
[CODE]
SPECIMEN
MARK
SCHEME
39
1
(a)
(b)
(c)
(d)
(i)
Tango
(ii)
Aria
(i)
Drone
(ii)
Uilleann pipes
(i)
Ground bass
[1]
(ii)
Cello and organ
[2]
(iii)
Soprano
[1]
(i)
Side drum (or snare drum)
[1]
(ii)
Pizzicato
[1]
[1]
[1]
[1]
[1]
[10]
2
(a)
(b)
(i)
Ostinato
[1]
(ii)
Any four of:
• timpani
• harp
• gong
• horns
• bassoons
• clarinets
• oboes
• trombones
• trumpets
[4]
(i)
5/4
[1]
(ii)
The Planets Suite [1] Mars [1] Holst [1]
[3]
40
(c)
(i)
20th Century
[1]
(ii)
Any three valid comments:
• irregular beat
• dissonant
• harmonies
• no definite melody
• irregular time signature
[3]
[13]
3
(a)
(b)
(c)
Any four of:
• violin
• viola
• cello
• double bass
• horn
• trombone
• tam-tam
• floor tom toms
• bass drum
• cymbals
[4]
(ii)
mixed voices singing homophonically
[1]
(i)
Line 4
[1]
(ii)
chromatic scale
[1]
(i)
Requiem
[1]
(ii)
(Karl) Jenkins
[1]
(i)
[9]
41
4
(a)
Mark on three levels:
[0] is awarded for a response not worthy of credit.
Level 1 ([1]–[2])
Limited use of musical vocabulary. Presentation, spelling, punctuation and
grammar may be such that the intended meaning is not clear.
• Mention of the repeated ostinato on percussion
• Lyrics consist mainly of the one phrase repeated
• Music sung by a rock group
Level 2 ([3]–[4])
Appropriate use of music vocabulary. Presentation, spelling, punctuation and
grammar are sufficiently competent to make meaning clear.
• Some of the above comments, mentioning the instruments playing the
ostinato – Bass guitar/Drum kit
• Much of the vocal part is sung in unison
• There are all kinds of electronic effects
• The ostinato is not only rhythmic but also melodic
(b)
Level 3 ([5]–[6])
Good use of musical vocabulary. Presentation, spelling, punctuation and
grammar are of sufficiently high standard to make meaning clear. Clear and
coherent organisation of reformation.
• Some of the above comments ‘fleshed out’
• Some attempt to describe the electronic synthesised effects
• The subtle variations in the rhythmic ostinato
• The bass line in the introduction is the music of the repeated phrase ‘another
one bites the dust’
• This bass line repeats throughout in different guises
Any other relevant detail will be accepted as an answer.
[6]
Answers should be related to any musical aspect of the piece (i.e. dynamics,
textures, rhythm, instrumental) to gain full marks.
[2]
[8]
5
(a)
(i)
[1] mark per beat
[3]
(ii)
Perfect cadence
[1]
42
(b)
(c)
(d)
(i)
Viola and Cello
[2]
(ii)
Strings
[1]
(i)
Bar 23
[1]
(ii)
Violins
[1]
(i)
Allegretto
[1]
(ii)
Symphony No. 7 [1] Beethoven [1]
[2]
[12]
6
(a)
(i)
(ii)
(b)
(i)
(ii)
Any two of:
• Digital downloads of individual tracks
• Too expensive to buy albums/cheaper to download
• CD’s too bulky to carry around
• Mobiles/MP3 players more portable and can’t play CDs
Any other relevant detail will be accepted as an answer.
[2]
[2] marks for a reasonable answer backed up by an example
• Greater use of ‘special’ deals [1], e.g. sales, bulk purchases [1]
• Smaller retailers going out of business or being bought over need to
change how they sell music [1], e.g. provide download
stations/provide an online download facility in competition to,
e.g. iTunes [1]
Any other relevant information will be accepted as an answer.
[2]
Any three of:
• mobile phones
• phone walkmans
• PC or iMac
• Xbox or Playstation
• MP3 or MP4
Any other relevant information will be accepted as an answer.
[3]
[1] mark for any reasonable answer which is backed up by a valid
reason, e.g.
• convenience
• cost
• ease of use
[1]
[8]
Total
43
[60]
44
General Certificate of Secondary Education
2011
Music
Part 2
Listening and Appraising
[CODE]
SPECIMEN
MARK
SCHEME
45
Section A: Musical Traditions in Ireland
1
(a)
(b)
(c)
(i)
Carrickfergus
[1]
(ii)
Harp
[1]
(i)
AABBA
[1]
(ii)
[1] mark awarded for each of the following for a maximum of [8]:
• Melody played by Uilleann pipes
• Tune is played in unison
• The harp plays an arpeggio accompaniment
• The structure of the piece remains the same
• Part B of the tune is played by the fiddle
• Part B of the tune is played down an octave
• Tin whistle and pipes play at the same pitch as before
• A section at the end of the verse is played by solo fiddle
• Harp plays accompaniment at the end of section A
[1] mark for any other relevant answer.
[8]
The Chieftains
[1]
[12]
2
(a)
(i)
Any two relevant similarities:
• The same traditional melody is played in both
• Only one verse of the song is heard
• Both have a crescendo into the second half of the song
• Both are at a similar slow temp
• Both feature melody with solo time accompaniment
46
[2]
(ii)
(b)
Any twelve relevant differences:
• They are in different keys
• Harmony in A
• 2nd verse additional harmony in A
• B is in a higher key
• A melody by solo voice/B on a solo brass instrument
• The accompaniment in A is a choir/B features a brass band
• Longer introduction into B
• The harmonies in A are homophonic/B is more contrapuntal
• Different free rhythmic treatment of melodic line in B
• Much slower in B
• Improvisatory style of trombone solo in B
• In B there are little phrases on Glockenspiel/A has no instruments
• B is purely instrumental/A has voices only
• In B there is a brief ‘link’ by the band into the second part of the
verse there is no passage inserted here in A
• There are many little solo contributions by different instruments in B
– there are no such effects from the choir in A
• There are more dynamic contrasts in B than in A which has little
variation in dynamics
• The harmonies in B are quite discordant in places – A follows a
traditional harmonisation of the piece
[1] mark for any other relevant answers.
Any two reasons backed up by valid comments about the music.
[12]
[2]
[16]
47
3
Mark on three levels:
[0] is awarded for a response not worthy of credit.
Level 1 ([1]–[4])
Limited use of musical vocabulary. Presentation, spelling, punctuation and grammar
may be such that the intended meaning is not clear.
• The piece has a strong rhythmic beat
• It is in two sections – one fast, the other slow
• The music sounds like an Irish dance
• The first part is loud and the second very quiet
Level 2 ([5]–[8])
Appropriate use of music vocabulary. Presentation, spelling, punctuation and
grammar are sufficiently competent to make meaning clear.
• The above comments developed
• The insistent rhythm on bodhrans and percussion
• The Irish ‘reel’ flavour of the piece
• The violins play the main melody in the first part
• The sudden stop and contrasting calm section with its long held note in the
bass and flute solo
Level 3 ([9]–[12])
Good use of musical vocabulary. Presentation, spelling, punctuation and grammar
are of sufficiently high standard to make meaning clear. Clear and coherant
organisation of reformation.
• More detail on the comments from Level 1 and 2
• Comment on the plaintive nature of the solo flute
• The incessant beat and effect of the instant change of mood
• The ‘traditional’ style of the violin tune
Any other relevant details will be accepted as an answer.
48
[12]
Section B: Incidental Music
1
(a)
(b)
(c)
(d)
(i)
Morning
[1]
(ii)
Allegretto
[1]
(i)
Flute and Oboe
[2]
(ii)
Flute phrases answered by the oboe [1] oboe an octave lower [1]
[2]
(i)
The Strings
[1]
(ii)
Any five relevant points:
• The quiet, still mood of the opening
• The sustaining of the mood through the opening music
• The solo flute answered by the solo oboe
• The rising and falling nature of the phrases
• The gradual thickening of the texture
• The building up to the entry of the full strings to indicate the sunrise
• The ‘echo’ effect produced by the instruments answering each other
• The gentle flowing tempo of the melody/music evokes a feeling of
tranquility and stillness
• The suggestion of ‘bird calls’ by the woodwind in the final bars
[5]
(i)
Peer Gynt
[1]
(ii)
Grieg
[1]
[14]
2
(a)
(b)
(i)
[1] mark per beat (4 beats)
[4]
(ii)
Riff
[1]
(i)
moderato
[1]
49
(ii)
(c)
[1] mark per relevant comment from the following:
• Digital technology altered the ‘sound’ of the notes (not the notes
themselves)
• Unrecognisable conventional instruments appear to sound many
octaves above what is written in score
• Gives a lot of reverb/echo to distort the actual pitch
• Digital effects give ‘shaky’ (vibrato) feel to the main melody and
also to the bass riff
• Driving pulse maintained by the bass riff with no need for extra
percussion
Any other musically relevant answers will be accepted.
[1] mark per relevant comment from the following:
• instantly recognisable, short intro leads into memorable tune
• unconventional musical sounds mirror the content of the programme
(i.e. Sci-fi)
• tune has gone through many changes from original (1964) to latest series
theme (2005)
[5]
[3]
[14]
3
Mark on three levels:
[0] is awarded for a response not worthy of credit.
Level 1 ([1]–[4])
Limited use of musical vocabulary. Presentation, spelling, punctuation and grammar
maybe such that the intended meaning is not clear.
• Two different tunes
• The first tune is bold and strong, the second very fast
• The tunes keep being repeated and are played together at the end
• The first tune is like a march, the other like a dance
• The second tune is played by the flute
Level 2 ([5]–[8])
Good use of music vocabulary. Presentation, spelling, punctuation and grammar are
sufficiently competent to make meaning clear
• The above comments in a little more detail
• The first tune is very fast when it returns after the second tune
• The piece seems to get faster and faster
• At the end when the tunes are combined the full orchestra plays – with the brass
playing the first tune
50
Level 3 ([9]–[12])
Appropriate use of musical vocabulary. Presentation, spelling, punctuation and
grammar are of sufficient high standard to make meaning clear. Clear and coherant
organisation of reformation.
• The first tune is homophonic initially
• It is then played in canon (Question and Answer)
• The flute solo is accompanied by a strong drum beat on a side drum without
snares (or tambour)
• In the middle section we hear parts of the first tune and the second tune combined
• The whole piece careers to the end with huge chords on the full orchestra
Any other relevant detail will be accepted as an answer.
51
[12]
Section C: Vocal Music
1
(a)
(b)
(c)
(d)
(i)
Soprano/Alto/Tenor/Bass
[4]
(ii)
Tenor and Bass
[2]
(i)
Semiquavers
[1]
(ii)
The music changes key/modulates
[1]
(i)
Homophonic
[1]
(ii)
Contrapuntal
[1]
Baroque
[1]
[11]
2
(a)
(i)
(ii)
(b)
Any four of:
• acoustic guitar
• lead guitar
• rhythm guitar
• kit percussion
• bass guitar
• keyboard
[4]
Any four of:
• Acoustic guitar and strumming in rhythm
• Lead guitar (The Edge) and constant pulse
• Rhythm guitar blurred (distorted) strumming
• Lead guitar ‘wailing’/sliding into note
• Standard percussion kit marking main and sub beats
[4]
Mark on three levels:
[0] is awarded for a response not worthy of credit.
Level 1 ([1]–[3])
Simplistic answers, including
• Different words/lyrics
• A has one singer/B has more than one singer
• A is performed by U2, B is not
• Female voices heard in B but not in A
• More instruments/voices used in B than A
52
Level 2 ([4]–[6])
More complex analytical comments including
• Loosely defined difference in style from Rock = A and Rhythm and
Blues = B
• Male/female participation both in lead and backing vocals
• Identify ‘studio’ sound of B without highlighting how this has been
achieved
• Use of rhythm guitar in A but a combination of rhythm guitar and other
rhythm tracks in B
Level 3 ([7]–[9])
Advanced and non-detailed analytical comments including
• Vocal style of A is rock, vocal style of B is Rhythm and Blues (R&B)
• A has a ‘raw’ quality, whereas B is a more polished/produced sound
• Higher key for A, B lower and in more ‘comfortable’ male vocal range,
yet with sufficient scope for backing vocals throughout the female and
male vocal range
• A much stronger rock feel to A created with lead, rhythm and bass guitars
with percussion
• B makes much greater use of layered rhythm tracks giving a fuller texture
to the sound
• B makes more use of kit and other percussion instruments than A
• Melody in octaves
• Background vocals in harmony
Any other relevant detail will be accepted as a answer.
[9]
[17]
3
Mark on three levels:
[0] is awarded for a response not worthy of credit.
Level 1 ([1]–[4])
Limited use of musical vocabulary. Presentation, spelling, punctuation and grammar
maybe such that the intended meaning is not clear.
• A man talks at the start of the piece
• Clapping in the background
• Other voices join in
• Some ‘oohs’ in the background
• There is a drum beat
• It is in a major key
• The chorus is repeated
• A loud bang can be heard at the end
53
Level 2 ([5]–[8])
Appropriate use of music vocabulary. Presentation, spelling, punctuation and
grammar are sufficiently competent to make meaning clear.
• Female vocalists join in with the male singer
• Strophic in structure
• Singing in unison at chorus
• Drum kit along with keyboard/piano is used throughout
• Regular rhythm, 4 beats in every bar
• Live performance with clapping heard in the background
Level 3 ([9]–[12])
Good use of musical vocabulary. Presentation, spelling, punctuation and grammar
are of a sufficient high standard to make meaning clear. Clear and coherent
organisation of reformation.
• Recitative like quality of the opening
• The use of the dominant 7th chord on the words ‘The greatest magicians have
something to learn...’
• Use of jazz like improvisations on keyboard, piano and electric guitar, glissando
just before ‘presto’
• Use of sequence at the start of the chorus
• Syncopated rhythms of the melodic line
• Use of flattened blue notes i.e. on the word black
• Drum link anticipates vocal figures
• Hi-hat semis over bass drum, brass harmonic fillings, prominent bass part
• Several brass counter melodies heard especially at the last repeat of chorus
Any other relevant detail will be accepted as an answer.
Total
54
[12]
[80]