St Andrew’s and St. Bride’s
Music 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)
2
PERFORMING UNIT
Unit Outcomes
Requirements of Unit
Assessment Evidence
Perform music in a range of styles
by:
1.1
1.2
Developing a range of
advanced musical,
interpretive and technical
skills showing a clear
understanding and
sensitivity to the composers’
intentions.
 Demonstrate your solo
Critically self-reflecting and
evaluating the quality and
accuracy of their
performing and refining their
performing skills.
 Identify strengths and areas for
Audio/video
performing skills on two selected recordings
instruments.
 Perform a variety of pieces in
contrasting styles on each
instrument.
development in performing.
Oral and written selfreflection
 Show understanding of musical
concepts and language in
reflective discussion.
COMPOSING UNIT
Unit Outcomes
Requirements of Unit
Assessment Evidence
Create original music by:
1.1
1.2
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.

Study music by various
composers.

Identify concepts and how
they are used.
Experimenting and using
complex music concepts
and compositional methods
in creative and
sophisticated ways to
create, develop and refine
original music.

Come up with basic musical
ideas.
Written music and
audio recordings

Make improvements on these
initial ideas.
Record of progress
3
Annotated scores
and homework
exercises
1.3
1.4
Developing musical ideas
which make musical sense
and realise their creative
intentions.

Critically reflecting on their
music and their creative
choices and decisions
 Identify strengths and areas for
Demonstrate the ability to
compose successfully (see
additional checklist)
Written music and
audio recording
Record of progress
and checklist
development in composing.
 Show understanding of musical
concepts and language in
reflective discussion.
4
Oral and written selfreflection
UNDERSTANDING and ANALYSING MUSIC
Unit Outcomes
Requirements of Unit
Assessment Evidence
Analyse sections/pieces of
contrasting music by:
1.1
1.2
Identifying and analysing
the use of level specific
and other music
concepts, signs and
symbols in excerpts of
music
 Understand and recognise
Listening exercises
and end of unit tests
Analysing style and form,
melody, harmony and
rhythm and the impact of
social and cultural
influences on the
development of music.
 Show a knowledge of the
Essays/Powerpoint
presentations
musical terms and concepts
through listening
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.
5
Worksheets
COURSE ASSESSMENT
Component
Requirements
Assessment
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.
PERFORMANCE
(60 marks)
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.
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.
You must ensure that there is a minimum of two
contrasting styles presented on each instrument.
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 examined
by an external SQA
paper in May.
This will be a one-hour listening paper where you will
comment on musical excerpts and identify
concepts.
This exam accounts
for the remaining 40%
of your course
award.
This is assessed on a
grade A to D basis.
6
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
7
Mark /10
(0-2) Poor
(3-4) Inconsistent
(5-6) Mainly
accurate
(7-8) Secure
Instrument/voice
(9-10) Excellent
PERFORMANCE ASSESSMENT CRITERIA
Comments
Table of Musical and Literacy Concepts
NATIONAL 3
Styles
Melody/Harmony
Blues
Jazz
Rock
Pop
Rock‘n’roll
Musical
Scottish
Latin American
Ascending
Descending
Step (stepwise)
Leap (leaping)
Repetition
Sequence
Question and
answer
Improvisation
Chord
Discord
Chord change
Rhythm/Tempo
Accent/accented
Beat/pulse
Bar
2, 3 or 4 beats
in the bar
On the beat
/off the beat
Repetition
Slower/faster
Pause
March
Reel
Waltz
Drum fill
Adagio
Allegro
Texture/
Structure/Form
Unison/octave
Harmony/chord
Solo
Accompanied/
unaccompanied
Repetition
Ostinato
Riff
Round
Timbre/Dynamics
Striking (hitting)
Blowing
Bowing
Strumming
Plucking
Orchestra –
strings, brass,
woodwind
and percussion
(tuned and
untuned)
Accordion
Fiddle
Bagpipes
Acoustic
guitar
Electric
guitar
Piano
Organ
Drum kit
Steel band
Scottish dance
band
Folk group
Voice/Choir
Staccato
Legato
Literacy
Lines and spaces
of the treble clef
Steps
Repetition
Crotchet
Minim
Dotted
Minim
Semibreve
Barlines
Double barlines
f – forte
p – piano
< cresc (crescendo)
> dim (diminuendo)
NATIONAL 4
Styles
Baroque
Ragtime
Romantic
Swing
Concerto
Opera
Scots
ballad
Mouth
music
Reggae
African
music
Rapping
Melody/Harmony
Major/minor
(tonality)
Drone
Broken chord
Arpeggio
Chord
progression
chords I, IV
and
V (major
keys)
Change of key
Pedal
Scale
Pentatonic scale
Octave
Vamp
Scat singing
Ornament
Rhythm/Tempo
Syncopation
Scotch snap
Strathspey
Jig
Simple time
234
444
Compound time
Anacrusis
Andante
Accelerando
Rallentando
A tempo
Dotted rhythms
Texture/
Structure/Form
Canon
Ternary (ABA)
Verse and
chorus
Middle 8
Theme and
variation
Cadenza
Imitation
Timbre/
Dynamics
Brass band Trumpet
Wind band Trombone
Violin
Timpani
Cello
Snare drum
Double bass Bass drum
Harp
Cymbals
Flute
Triangle
Clarinet
Guiro
Saxophone Xylophone
Pan pipes
Harpsichord
Recorder
Tambourine
Glockenspiel
Literacy
Treble clef stave
C-A’
Sequences
Semiquaver
Grouped semiquavers
Paired quavers
Repeat signs
8
mf — mezzo forte
mp — mezzo piano
Bass guitar
Distortion
Muted
Soprano
Alto
Tenor
Bass
Backing
vocals
NATIONAL 5
Styles
Symphony
Gospel
Classical
Pibroch
Celtic rock
Bothy ballad
Waulking song
Gaelic psalm
Aria
Chorus
Minimalist
Indian
Melody/Harmony
Chord progressions
including chord VI
(major keys)
Imperfect cadence
Perfect cadence
Inverted pedal
Chromatic
Whole tone scale
Grace note
Contrary motion
Countermelody
Tone/semitone
Modulation
Trill
Glissando
Syllabic
Melismatic
Descant
(voice)
Pitch bend
Atonal
Cluster
Rhythm/Tempo
Rubato
Ritardando
Moderato
Cross rhythms
Compound time
— 6 9 12
88 8
Texture/
Structure/Form
Strophic
Binary (AB)
Rondo (ABACA…)
Episode
Alberti bass
Walking bass
Ground bass
Homophonic
Polyphonic
Contrapuntal
Coda
Timbre/
Dynamics
Piccolo
Sitar
Oboe
Tabla
Bassoon
Arco
(French) horn
pizzicato
Tuba
Con sordino
Viola
Flutter tonguing
Castanets
Rolls
Hi-hat
Reverb
Cymbals
Mezzo soprano
Bongo drums
Baritone
Clarsach
A cappella
Bodhran
Literacy
Tones, semitones Accidentals (flats,
sharps and naturals)
Scales and key signatures: C major, G
major, F major and A minor
Chords: C major, G major, F major and
A minor
Leaps
Dotted rhythms
Dotted crotchet
Dotted quaver
Scotch snap
1st and 2nd time
bars
ff — fortissimo
pp — pianissimo
sfz — sforzando
HIGHER
Styles
Sonata
Oratorio
Impressionist
Musique concrete
Plainchant
Mass
String quartets
Recitative
Chamber music
Jazz funk
Soul music
Melody/Harmony
Mode/modal
Relative major/minor
Interval
Obbligato (instrumental)
Acciaccatura
Mordent
Plagal cadence
Interrupted cadence
Tierce de Picardie
Dominant 7th
Diminished 7th
Added 6th
Harmonic minor scale
Melodic minor scale
Rhythm/Tempo
3 against 2
Time changes
Irregular time
signatures
Augmentation
Diminution
Texture/Structure/Form
Through-composed
Da capo aria
Lied
Passacaglia
Concerto grosso
Sonata form
Exposition
Subject
Basso continuo
Ritornello
Timbre/Dynamics
Tremolando
Harmonics
Coloratura
Ripieno
Concertino
String quartet
Literacy
Bass clef (E–C)
Note naming and transposing into
bass clef
Chords I, IV, V and VI in major
and minor keys
Diminished
Dominant
Naming and writing diatonic
intervals formed from the tonic
6
8 time
Quavers
Crotchets
Dotted
crotchets
Dotted
minims
Triplets
Rests: Quaver
Crotchet
Dotted
crotchet
Minim
Semibreve
Da capo (DC)
9
Slurs
Accents
Staccato marks
Phrase marks
ADVANCED HIGHER
Styles
Renaissance Anthem
Pavan
Neo-classical
Galliard
Serial
Motet
Chorale
Ayre/Air
Nationalist
Ballett
Electronic
Madrigal
dance music
Contemporary
jazz
Melody/Harmony
Appoggiatura
Turn
Suspension
Tritone
Polytonality/Bitonality
Tone Row/Note Row
Augmented triad
Chords I, IV, V and VI in
major and minor keys
Chord II and 1st inversion
(major key only)
Rhythm/Tempo
Hemiola
Texture/Structure/Form
Fugue
Subject
Countersubject
Answer
Stretto
Antiphonal
Bridge
Leitmotiv
Inversion
Retrograde
Song Cycle
Timbre/Dynamics
Consort
Countertenor
Sprechgesang
Piano Trio
Literacy
Melody/Harmony
Identifying/Inserting chords to cadence points and under melodies
Diminished 7th
Dominant 7th
Added 6th
1st and 2nd inversions of major and minor triads
Chord II and 1st inversion (major key only)
Bass Clef C – E
Transposing bass clef into treble clef
Rewriting (in either treble or bass clef) a note at the same pitch using up to 2 ledger lines
below or above the stave
Enharmonic equivalent – rewriting a note at the same pitch
Scales and key signatures – D major, Bb major, E minor and D minor
8va ( octave higher); 8vb (octave lower)
Augmented triad
10
Rhythm/Tempo
Ties
Syncopated rhythms
Time signature: 5
4
Dal segno D.S.
Fine
Time changes
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
Performing
(Instrument 1)
Pupils must complete and perform ONE piece.
This will be recorded as evidence for the SQA
9 September 2015
Composing
1st composition - Popsong to be completed
15 September 2015
Listening
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.
15 September 2015
Analysis
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.
11
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
Performing
(Instrument 2)
Pupils must complete and perform piece no 4.
This will be recorded as evidence for the SQA
21 March 2016
Analysis
Final submission/presentation
28 March 2016
Performing
PRELIM
Perform full programme on both instruments
(1 April 2016 Easter Holidays begin)
TERM 3
Date
Assessment
Ongoing
Listening
Pupils will sit regular practice listening tests.
May 2016
FINAL LISTENING
EXAM
40% of course award
Pupils will be assessed through a one hour written paper
which will cover all concepts from the concept table and
include musical literacy.
May 2016
FINAL
PERFORMING
EXAM
60% of course award
12
Advanced Higher Music Checklist
Performing
Instrument 1 ___________
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Programme Finalised
Prelim
Exam

Instrument 2 ___________
Assessment 1
Assessment 2
Assessment 3
Assessment 4
Programme Finalised
Prelim
Exam

Planned Date
w/b 7th Sept
w/b 9th Nov
w/b 18th Jan
w/b 29th Feb
Date
Piece
/10
/10
/10
/10
w/b 21st Mar
May
Planned Date
w/b 21nd Sept
w/b 23rd Nov
w/b 8th Feb
1/b 14th Mar
Mark
Mark
Date
/30
Piece
Grade
Mark
/10
/10
/10
/10
w/b 21st Mar
May
Mark
/30
Grade
Listening
Planned Date
15th Sept
16th Nov
7th Dec
25th Jan
8th Feb
Mid February
Assessment 1 (Renaissance)
Assessment 2 (Baroque)
Assessment 3 (Classical)
Assessment 4 (Romantic)
Assessment 5 (20th Century)
Prelim
Date
Mark
Grade
Composing
Deadline
Skills/Exercises
Pop Song
Theme and Variations
3rd Composition
Final Composition
Evaluated
Outcomes covered
16th Sept
9th Dec
24th Feb
Analysis

Piece 1 Chosen
Piece 1 Intro/background
Piece 1 Draft 1 submission
Piece 1 Final
submission/presentation
Piece 2 Chosen
Piece 2 Intro/background
Piece 2 Draft 1 submission with
comparison
Final submission
Deadline
24th Aug
15th Sept
2nd Nov
30th Nov
11th Dec
1st Feb
7th Mar
21st Mar
13
Pass/Fail
Audio/Score Examples ()
14