Assessment resource unit standard 27658
Level 2
Demonstrate and apply knowledge of electronic music production
and music notation application(s)
Unit Standard: 27658
Credits: 4
Assessment activity: Bill’s bounce
_________________________________________________________________
Teacher/tutor guidelines
_________________________________________________________________
The following guidelines are supplied to enable teachers to carry out valid and
consistent assessment using this internal assessment resource.
Context/setting:
For this standard, students are required to: demonstrate and apply knowledge of
electronic music production processes using sequencing software and
demonstrate and apply knowledge of music notation application(s) by creating a
score.
For merit students must be able to: demonstrate integration of knowledge between
the processes and the features and functions of the application(s) used to
assemble the sequence and create the notated score.
The candidate uses technical language to describe the processes, features and
functions, data types.
For excellence students must be able to: In creating a sequence and notated
score, candidates must be able to demonstrate a high level of integration of
knowledge between processes and the features and functions of the application(s)
used to assemble the sequence; and create the notated score.
The candidate uses a range of technical language confidently and accurately to
describe the processes, features and functions and data types.
Over the weeks prior to this assessment, students should have had sufficient
teaching and learning opportunities to develop their skills and understand the
aspects required for the standard. As a part of pre-assessment, teachers may
demonstrate how the software and techniques can be used.
The students might be involved in such activities as:
 Brainstorm
 Small group discussion
 Research
 Planning
 Charting
 Specification analysis of equipment
 New Zealand Qualifications Authority 2016
Assessment resource unit standard 27658


Directed practical class activities
Demonstrations
 New Zealand Qualifications Authority 2016
Assessment resource unit standard 27658
As students develop their assessment, teachers can offer guidance that may
prompt the student to further investigation and consideration of their ideas.
Teachers must not correct assessment errors, or suggest specific ideas
Assessment activity
This assessment activity has two tasks.
Task one involves the student creating a MIDI sequence in Garageband for
electric piano, and drum-kit with optional electric bass that follows the score of
‘Lean On Me’ by Bill Withers/or similar.
The sequence will be assessed on:
 the accuracy of the pitches;
 rhythms;
 tempo;
 feel
 timbral accuracy
 the mix (the sonic balance of the channels).
During the creation of the sequence the teacher will ask a series of questions to
assess the students understanding of the processes and functions of Garageband,
and their knowledge of data types.
Sample questions could include:
 Why did you use these sounds?
 How did you input the notes?
 Explain your editing process.
 Describe any issues you found with the timing in the piece.
 When you mixed your sequence, how did you alter it?
 Why did you chose the effects you have used?
 What is the difference between MIDI, audio and meta data?
Task two involves the student transcribing a provided score of Billie’s Bounce by
Charlie Parker/or similar into a Sibelius file.
The score will be assessed on:
 the accuracy of the pitches, including accidentals;
 rests;
 rhythms;
 chord indications;
 tempo and metronome marking;
 feel;
 repeat sign;
 anacrusis
During the creation of the score the teacher will ask a series of questions to
assess the students understanding of the processes and functions of Sibelius.
 New Zealand Qualifications Authority 2016
Assessment resource unit standard 27658
Sample questions could include:
 How did you create the anacrusis?
 How did you create each of the ‘text’ objects?
 Which processes did you use to input the notes and rests?
 Have you been successful in getting your score to playback with a swing feel?
Resource requirements:




Digital music sequencing and editing applications may include a musical
instrument digital interface (MIDI) sequencer or a Digital Audio Workstation that
has eight or more tracks, editing capability, and is able to modify and mix
samples.
Audio interface
MIDI keyboard
Microphone and cable
Recommended texts:
Bartlett B & J “Practical Recording Techniques” ISBN 0.672.30265.9 Sams
publishing IN, USA, 1992
Davis G Jones R “Sound reinforcement handbook” ISBN 0.88188.900.8 Hal
Leonard Corp Milwaukee WI USA 1987
Lehrman PD & Tully T “MIDI for the professional” US 0.8256.1374.4, UK
0.7119.2327.2, Amsco publication NY 1993
Nisbett A “The sound Studio” 6th ed, ISBN 0.240.51395.9 Focal press Oxford UK
1962
Rudolph T E, “Teaching Music with technology” ISBN 1.57999.313.3, GIA
publications INC Chicago, IL, USA, 2004
Stark SH “Live sound reinforcement” ISBN 0.918371.07.4, Mixbooks Emeryville
CA USA 1996
Watkinson J “An introduction to digital audio” ISBN 0.240.51378.9 Focal Press
Oxford UK, 1994Huber & Runstein “Modern recording techniques” 4th ed, ISBN
0.672.30639.5 SAMS publishing IN, USA 1995
Additional information:
Candidates are expected to take due care and use common sense with all
electrical equipment, observing manufacturers’ recommendations and warnings
stated in operation manuals.
 New Zealand Qualifications Authority 2016