Assessment Exemplification – 4th level - Creating
Significant Aspects of Learning - Creating
Prior Learning
Music composition is developed throughout
the Broad General Education. Young people
build upon the skills acquired through earlier
work in composition using music technology.
They are encouraged to follow a particular
line of interest in composition and use their
skills developed through performance to
enhance their compositions. Composition
skills are developed in a style and genre
which meets the individual needs of the
learner. Closely linked are opportunities to
develop listening skills through exploring
listening materials related to the style and
genre they are composing. Young people are
encouraged to perform, record compositions
and reflect on the development of their
skills.
demonstrate that they can be creative and express themselves in different ways.
develop knowledge and skills related to the different arts and broader skills such as the use of
technology.
have opportunities to nurture and develop their expressive arts interests and skills
4th Level Experiences & Outcomes
I can use my chosen vocal and/or
Compositions/improvisations will
instrumental skills to improvise
demonstrate skills acquired
and compose, showing developing
through performance.
style and sophistication.
EXA 4-17b
EXA 4-17a
4th
Level learning statements
produce a
composition/improvisation folio
demonstrating understanding of
form and structure, and use of
melody, harmony, rhythm,
timbre, dynamics and music
technology.
I can use music technology to
compose, record and produce
music and to enhance
performance.
Pupil Comment
When I am writing I listen to a lot of music
by frightened rabbit. I normally look at
their lyrics for inspiration. I go to gigs most
weekends and really enjoy hearing live
music. This has helped me with my own
performances. I really enjoy writing songs
as it helps me to express myself.
Teacher Comment – Through the
progression of skills developed throughout
earlier levels, the pupil is following a
particular line of interest and developing
their composition skills through songwriting.
At 4th level they are building a folio of
compositions which clearly demonstrate
their understanding of songwriting form and
structure. The pieces are structured which
highlight their ability to use melody,
harmony and use of music technology to
enhance their compositions.
Skills Progression
Watch: Sinking Ships
by Sophie and Emily
Writing music to a specific brief requires the application of
composition skills in a different way. Working to a brief, the
pupil was asked to compose a song to suit the mood and
character of the animation. This project required
collaboration, both with the animation but also throughout the
composition process.
As part of their portfolio of compositions, the pupil worked on this
collaborative project. The song was written to a given brief and
demonstrates a clear understanding of form and structure.
Working as part of a group they contributed to the discussions and
used music technology to capture their ideas. The mood and
character of the of the animation was captured successfully in the
music.
Pupil Comment I liked writing with someone else as normally I
write lyrics first then come up with music. Working with someone
else we experimented with chords first and then I tried singing
different melodies before we settled on a final structure. I think
the music was successful because it fits well with the animation.
Learning
Intentions
Success
Criteria
•Learn to apply skills developed in composing music to a given brief
•To learn how to record the completed song.
• Composing skills appropriately applied to meet the requirements of the
given brief (mood and character of composition fits the given brief)
•Songs is recorded using music technology and added to the animation
Learning •produce a composition/improvisation folio demonstrating understanding of
Statements form and structure, and use of melody, harmony, rhythm, timbre, dynamics
and music technology. Compositions/improvisations will demonstrate skills
acquired through performance.
E’s & O’s
•I can use my chosen vocal and/or instrumental skills to improvise and compose,
showing developing style and sophistication.
EXA 4-17a
•I can use music technology to compose, record and produce music and to enhance
performance.
EXA 4-17b
Lyrics edited to fit with the
length of the animation.
Additional choruses added to
extend the length of the song.
Pupil Comment In this song I had some ideas for a little
instrumental part. I worked out the parts on my cello and
we recorded them. I experimented with different vocal
ideas before coming up with something I liked and thought
worked. I like the way the two vocal parts work together.
The learner used music technology to multi track record
this song. The learner shows an understanding of form and
structure, moving beyond verses and choruses. The
learner experiments with timbre and dynamics through
using additional voices and instruments.
Learning
Intentions
Success
Criteria
Skills Progression
This project encouraged the learner to develop their composition
skills by adding additional instrumentation to their composition
work. The learner extemporised different backing vocal lines
until choosing the one they saw as the best fit. The learner also
developed their experiences of song structure by adding a short
instrumental section after each chorus.
Learning •produce a composition/improvisation folio demonstrating understanding of
Statements form and structure, and use of melody, harmony, rhythm, timbre, dynamics
and music technology. Compositions/improvisations will demonstrate skills
acquired through performance.
E’s & O’s
“Once I got the chords and the lyrics
together and recorded I worked out some
harmonies and then recorded them too”
•To develop composing skills through recording
•To learn to compose using more complex structure
•Add additional instruments into the composition
•Composition is well structured using intro, verse chorus and instrumental
breaks.
•I can use my chosen vocal and/or instrumental skills to improvise and compose,
showing developing style and sophistication.
EXA 4-17a
•I can use music technology to compose, record and produce music and to enhance
performance.
EXA 4-17b
E’s & O’s
Skills acquired through performance are used to develop
skills in composition. The learner uses skills acquired on
guitar to set text to music. Based on their own poem, the
text was adapted to meet the requirements of song
structure.
Watch: Cruel reality
“I've finally finished composition and recorded it. It's
called "Cruel Reality" and it started when I was writing a
poem and the words turned into more of a song, “
•I can use my chosen vocal and/or instrumental skills to improvise and compose,
showing developing style and sophistication.
EXA 4-17a
•I can use music technology to compose, record and produce music and to enhance
performance.
EXA 4-17b
•produce a composition/improvisation folio demonstrating understanding of
form and structure, and use of melody, harmony, rhythm, timbre, dynamics
and music technology. Compositions/improvisations will demonstrate skills
Learning
Statements acquired through performance.
Success
Criteria
Learning
Intentions
Skills Progression
Listen: Smile Laughter and
Headphones
•Songs completed which demonstrate and understanding of melody,
rhythm, chords and timbre.
•Songs are well structured
•Learn how to use skills acquired through performance to develop
songwriting
•Learn to consider appropriate song structure.
Composition skills clearly demonstrate skills acquired through
performance. The learner composes with confidence and
demonstrates coherent use of melody and harmony. This
composition demonstrates an understanding of songwriting form
and arrangement. This is evident from the coherent structure of
the song.
Pupil Comment – I enjoy singing my own songs because I know my
own songs well and I can express my feelings through performing
them. I used my skills on guitar to come up with a chord sequence.
I am proud of this song as it was the first time I had composed
using the guitar.
Pupil Comment Some of the music I have been listening
has changes in the time signature. When I was composing
this song I wanted to stress the importance of some words
and felt that using a time signature change would help. I
felt that this worked very well in the verses of the song.
In this example, the learner clearly demonstrates their
assurance in the songwriting process. The learner s has
been exploring more complex sounding harmony and
introduces time signature changes.
Learning
Intentions
Success
Criteria
•Learn to use different time signatures
•Develop knowledge of more complicated harmony.
•Songs completed which demonstrate and understanding of melody,
rhythm, chords and timbre.
•Songs are well structured
Learning •produce a composition/improvisation folio demonstrating understanding of
Statements form and structure, and use of melody, harmony, rhythm, timbre, dynamics
and music technology. Compositions/improvisations will demonstrate skills
acquired through performance.
E’s & O’s
•I can use my chosen vocal and/or instrumental skills to improvise and compose,
showing developing style and sophistication.
EXA 4-17a
•I can use music technology to compose, record and produce music and to enhance
performance.
EXA 4-17b
Lyric writing in process. Lyrics
provide rhythm and structure for
melody.
Skills Progression
Through this project, the learner has been further
developing their portfolio of compositions. This song is
for voice and guitar and was composed as part of the
BGE coursework. There is a deeper understanding
being developed of the relationship between melody
and harmony, and a confidence in the process of
composition.
W
Watch: Northern skies
by Sophie Burt