National Certificate of Educational Achievement
MUSIC
Level One
Achievement Standard 1.6
AS 91095 Version 1
Credits: 6
Assessment 1 of 3
(Two of these will be considered for final grade assigned)
Demonstrate knowledge of two music works from contrasting
contexts.
Beautiful Collision by Bic Runga
Student Instructions Sheet
We have been studying the elements and features of music via New Zealand
Popular Music. We have explored a number of songs, practised describing the
elements and features of each, and explored the contexts of each.
This assignment is based on ‘Beautiful Collision’ by Bic Runga.
Read through all the information given to you before starting work. Make sure
you understand what you are being asked to do. Ensure that you know what
level of performance will be required to achieve or obtain merit or excellence
grade for this assessment.
You will complete the assessment in class time. The next page contains the
lyrics and sections of the song later referred to in the assignment. You will
also have access to the recording.
You may bring in research material that you find for Task Three but no other
material may be referred to.
Beautiful Collision – Lyrics and Sections
Lyrics TEACHERS WILL NEED TO ADD
COMPLETE LYRICS TO THIS TABLE
Intro.
Section I
What a beautiful collision..
Section II
Do you know what it means…
Section III
Beautiful beautiful night….
Section IV
What a beautiful collision…
Section V
Do you know what it means…
Section VI
Beautiful beautiful night…
Section VII Move with the strangers…
…blow you away
Section
VIII
Task One – Elements and Features
Tick ONE of the following boxes to show the correct statement. Refer to
the Section numbers previously given.
Introduction
(a)
Timbre – How are the strings played?
 Bowed
 Plucked
 Legato
 Arco
(b)
Rhythm – What is the metre?
 Simple duple
 Simple triple
 Simple quadruple
 Compound simple
(c)
Rhythm - What beats do the string instruments play on and reinforce?
 Beats 2 and 4
 Beat 1 only
 Beats 1 and 3
 Every beat
(d)
Melody – The leaps made by the string instruments are which interval?
 Perfect fifth
 Perfect octave
 Perfect fourth
 Major third
Section I
(e)
Tonality – The tonality of the song is set by …
 The notes played by the strings
 Melody of the vocalist
 None of these
(f)
Instrumentation – Additional interest is provided in this section by
instruments from which family?
 Brass
 Woodwind
 Percussion
(g)
Texture – How would you best describe the countermelody played by
the low strings in the second half of this section?
 Broken chords
 Scalic
 A contrasting melody
Section II
(h)
Texture – The texture of this section is …
 polyphonic
 heterophonic
 homophonic
 monophonic
(i)
Timbre – The role of the piano in this section is to …
 provide countermelody
 provide chords
 decorate melody
 alter dynamics
Section III
(j)
Timbre – The vocalist uses which effect in this section.
 head voice
 improvised colaratura
 melisma
 excessive vibrato
Section VII
(k)
Form – The vocal melody in this section is new. What might you call
this section?
 Introduction
 Verse
 Chorus
 Bridge
(l)
Element of Contrast – Which other musical element changes to add to
the new-ness of this section?
 Change in texture
 Change in tonality
 Change in tempo
Section VIII
(m) Form – The strings’ melody in this section is based on the melody of
which other section?
 Introduction
 Section I
 Section II
 Section III
Whole song
(n)
Dynamics – The dynamics of this song can be best described as …
 Starting softly, becoming gradually louder, fade out to finish
 Starting softly, fade out to finish
 Soft
 Consistently moderately soft
(o)
Tempo – The tempo of this song can be best described as …
 Largo
 Adagio
 Allegretto
 Presto
(p)
Genre – What genre would you categorise this song in?
 Reggae
 Popular
 Jazz
 Baroque
Task Two - Melody
There are two main melodies in the song. The first occurs in Section I.
(a)
Draw the initial contour of this melody.
(b)
Tick ONE of the following boxes to show the correct statement.
Theme (i) – The melody initially moves ….




By step then leap
By leap then step
Ascending stepwise, then a leap before descending
Descending stepwise, then a leap before ascending
The second melody occurs at the up-beat to the Section II.
(c)
Draw the initial contour of this melody.
(d)
Describe the phrasing of this section.
(e)
Describe the range of this section.
(f)
Spend a few minutes practising the beginning of this melody on an
instrument of your choice, then sing or play it back to your teacher.
Teacher signature when task is completed.
(g)
Describe how the melody of Section II contrasts with that of Section I.
(h)
Describe how other musical elements and features enhance the
contrast between Section I and II.
Task Three – Context
Bic Runga is the composer and performer of this song.
(i)
Write a brief biography here in your own words under the given
headings.
Early life:
Musical milestones:
(j)
Write a diary entry for today’s date for Bic, based on what you know of
her personal and professional life?
Today’s date:
NCEA LEVEL 1 MUSIC 2011
ACHIEVEMENT STANDARD 1.6 CREDITS: 6
Student:
_________________________________________
Assessment: Beautiful Collision by Bic Runga
Achieving towards
Achieved with Excellence
Achieved with Merit
Achieved
Not Achieved
Comments:
Signed:
(Teacher)
Date:
I certify that is assignment is my own original work :
Signed:
(Student)
Assessment Schedule - Beautiful Collision
To ACHIEVE, a student must meet at least 3 ACHIEVEMENT criteria.
To achieve MERIT, a student must meet at least 2 criteria above Achievement and the third at Achievement.
To achieve EXCELLENCE, a student must meet at least 2 criteria above Merit and the third at Achieved or Merit.
A grade will be given for this assessment. It will then be considered alongside that of at least one other assessment for your final
AS91095 grade.
Task
One
Achieve
At least 10 questions are correctly
answered.
Merit
At least 15 questions are correctly
answered.
Excellence
na
Two
a) – f) are correctly answered.
a) – f) are correctly answered with
detailed descriptions for d) and e).
Accurate descriptions for g) and h)
are supported by explanations
and/or relevant musical examples.
a) – f) are correctly answered with
detailed descriptions for d) and e).
Accurate descriptions for g) and h)
are supported by perceptive
explanations and/or relevant
musical examples.
Three
Knowledge of composer is
demonstrated with accurate detail.
Knowledge of composer is
demonstrated with accurate detail,
further explanation and relevant
quotes (which are sourced).
Knowledge of composer is
demonstrated with accurate detail,
insightful explanations and
relevant quotes (which are
sourced).