GCSE music comparison chart 2016

GCSE Music (for first teaching in September 2016)

The following pages provide an overview of the new and accredited GCSE Music qualifications. We have produced an overview to help you choose which awarding organisation’s new specification for GCSE Music will best suit your students and setting.

The new GCSE is a 2‐year course of study, with an examination at the end. There are no specific entry requirements; it leads on from Key Stage 3 Music, which is good news for inclusion. This is specifically stated in the criteria from each awarding organisation. It is open to young musicians from all backgrounds and, to some extent, offers opportunities for them to explore their own musical interests.

In essence the marks awarded come from three ‘activities’: This is a very similar structure to the current GCSE Music qualifications.

The current grading of A* – G is changing to numerical grading of 9–1.

Grade 9 will be equivalent to A**, Grade 4 will be approximately equivalent to a Grade C Grade 1 will be equivalent to a Grade G.

Component Performing music (ensemble is compulsory)

Composing music (one piece to a brief set by awarding organisation, one piece to a brief chosen by the candidate) ‘Testing’ pupils’ knowledge and understanding of music and their ability to listen to of appraise music through a written examination

Weighting (% Assessment of total marks) * 30% Internally assessed, externally moderated 30% Internally assessed, externally moderated 40%

Externally marked

*These weightings have been fixed by Ofqual and are no longer flexible

Areas of study In line with Ofqual requirements, each awarding organisation has selected four areas of study, all of which are examined. An additional Ofqual requirement is that at least one of these relates to the Western Classical tradition from 1650 to 1910.

The areas of study are used in a variety of ways by the awarding organisations.

The commonality is that all ‘examine’ the areas of study through the written / listening examination, taken at the end of the course. Some of the awarding organisations specify ‘set works’; others suggest a list of recommended listening / study or a combination of both. © Incorporated Society of Musicians, Dr Alison Daubney, March 2016

Areas of Study and set works

Western Classical Tradition 1650‐1910 Popular music AQA

*Haydn: Symphony 101 in D major The Clock, movt. 2 The Beatles: Sgt.Pepper’s Lonely Hearts Club Band – the following three tracks:

Traditional music

Santana: Supernatural – the following three tracks:

With a Little Help from my Friends Within You, Without You Lucy in the Sky with Diamonds.

Smooth Migra, Migra Love of my Life.

Western Classical Tradition since 1910 Edexcel (each area of study also has four works indicated for wider listening)

Instrumental music 1700‐ 1820 Vocal music Music for stage and screen Fusions My instrument

OCR

H Purcell: Music for a While S Schwartz: Defying Gravity (from the album of the cast recording of Wicked) Afro Celt Sound System: Release (from the album Volume 2: Release)

The Concerto through time

Suggested repertoire, no set works. A note in the specification also states: “teachers should feel free to look at a variety of

Rhythms of the world

composers and styles of their choice to cover the required content”.

Film music WJEC Eduqas (wider listening required for all AoS).

Aaron Copland: Saturday Night Waltz and Hoedown from Rodeo J S Bach: 3rd Movement from Brandenburg Concerto no. 5 in D major

Conventions of pop Musical forms and devices (Western Classical Tradition 1650‐1910)

Music for ensemble

W A Mozart: Eine Kleine Nachtmusik, Movement 3, Minuet (including the Trio): (1787) Suggested repertoire, no set works

Film music

Suggested repertoire, no set works

Popular music

Rainbow: Since You’ve Been Gone: (released 1979)

© Incorporated Society of Musicians, Dr Alison Daubney, March 2016

L van Beethoven: 1st Movement from Piano Sonata no. 8 in C minor ‘Pathé tique’ Queen: Killer Queen (from the album Sheer Heart Attack) J Williams: Main title/rebel blockade runner (from the soundtrack to Star Wars Episode IV: A New Hope) Esperanza Spalding: Samba Em Preludio (from the album Esperanza)

1. Performing / realising music (30% of marks)     

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This is internally marked and externally moderated.

The performances can take place any time during the final year of the course and do not have to take place on the same day.

A teacher who signs the authentication sheet must be present in order to verify the performance, but this does not have to take place in school. Audio recordings must be submitted.

All candidates are required to perform a minimum of two pieces. These do not have to be on the same instrument.

Some awarding organisations allow candidates to perform their own composition as part of the performance component, although there is no specific advantage to doing so. OCR only permit a candidate’s composition to be part of the ensemble performance in the practical component; other music performed must be ‘commercially published or recorded pieces’.

One ensemble performance (minimum duration 1 minute) per candidate is compulsory. The requirements about solo and ensemble for the other piece(s) vary between the boards; but WJEC Eduqas and OCR do not insist on solo performance.

An ‘ensemble’ is 2 or more players (max 8 for some boards). There should not be significant doubling of the part being assessed.

All specifications allow more than two pieces to be marked as part of the performance component. This affects how marks are awarded and varies between awarding organisations.

The minimum duration for the portfolio of pieces presented by a candidate is 4 minutes. As stipulated by Ofqual, if less than 4 minutes, zero marks will be awarded.

The minimum duration of one ensemble piece is 1 minute. This is an Ofqual requirement.

Any instrument, voices, music technology, DJ‐ing, MC‐ing and realising using music technology are acceptable. Improvisation is also acceptable. However, there are differences in expectations about what needs to be performed live.

There is variation in whether the awarding organisations expect the choice of repertoire to link to the areas of study. Eduqas do – the others do not.

All awarding organisations have grids to ‘scale’ marks depending upon the ‘difficulty’ of the music performed/realised. Effectively these are: o Below standard (approx. grade 2 and below) o Standard

(approx. grade 3 for WJEC Eduqas, grade 4 for Edexcel) o Above standard (approx. grades 4‐5) Specific criteria about standards are set out for those using music technology to realise music.

All instruments appear to be acceptable; the teacher needs to work out the relative ‘standard’ of pieces chosen where there is no guidance given for a specific instrument.

Supporting documentation must be submitted in the form of a score, lead sheet, chord chart, annotation, guide recording etc. The requirements slightly vary between the awarding organisations.

© Incorporated Society of Musicians, Dr Alison Daubney, March 2016

Performance requirements – an overview AQA Minimum of two pieces 1 ensemble 1 solo (ensemble must include at least one piece which is a minimum of 1 minute duration)

Edexcel Minimum of 2 pieces: 1 ensemble 1 solo (both solo and ensemble must include at least one piece which is a minimum of 1 minute duration)

OCR Minimum of 2 pieces 1 ensemble (min 1 minute); other(s) can be solo or ensemble

WJEC Eduqas Minimum of 2 pieces 1 ensemble other(s) can be solo or ensemble

Maximum suggested performance duration

7 minutes

Not specified

Not specified

Link to Areas of Study

No

No

No

Marks awarded for:

‐ level of demand ‐ accuracy ‐ expression and interpretation

‐technical control ‐ accuracy and fluency ‐ expression and interpretation

‐ difficulty (max 6 marks) ‐ technical control and fluency (max 12 marks) ‐ expression and interpretation (max 12 marks)

Top mark band (10‐12) not available unless difficulty exceeds 2.

6 minutes (it can be longer but only first 6 mins moderated) One piece must link to an area of study ‐ accuracy (max 12 marks) ‐ technical control (12 marks) ‐ expression and interpretation (12 marks) The raw marks are applied to a grid for levels of difficulty.

Requirements

Other notes

© Incorporated Society of Musicians, Dr Alison Daubney, March 2016

Ensemble and solo have equal weighting. If a student has chosen to perform more than one piece of music for either their solo or ensemble performance, the teacher assessing must apply a difficulty level to the whole performance based on an average, although taking into consideration the relative length of pieces where these lengths are unbalanced.

If performing more than one piece of music as part of their solo and/or ensemble performances, the pieces of music must be performed and recorded together.

If students wish to re‐record a performance before submission, they must re‐record the whole performance (either solo or ensemble), and not just part of it.

(Minimum 4 mins but this does not need to be evenly distributed in each component so long as ensemble performance in practical component is min 1 minute)

‘Performance’ falls within two separate ‘components’: 1. integrated portfolio (performance on learner’s chosen instrument, ensemble or solo) 2. Practical component (ensemble performance)

Where more than two pieces are offered, the total mark is divided by the number of pieces and multiplied by two, to achieve a final mark out of 72.

2. Composing music (30% of marks)

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This is internally marked and externally moderated.

In line with Ofqual requirements, a minimum of two pieces must be composed. o One piece must be to respond to a brief set by the awarding organisation. The awarding organisation must provide a choice of briefs. o One piece must be left to the free choice of the candidate.

All awarding organisations must offer a choice of brief.

Briefs will be released by awarding organisations in early September of the school year in which the course will be completed. Release dates vary slightly.

In line with Ofqual requirements, each awarding organisation has set a minimum time duration of 3 minutes for the total length of the compositions. Some awarding organisations have also set a maximum duration as a guideline.

The awarding organisations stipulate different things about the awarding of marks should the total duration of compositions come to less than 3 minutes. All awarding organisations with the exception of WJEC Eduqas award zero marks if the portfolio is under time – WJEC Eduqas deduct marks on a sliding scale.

All awarding organisations expect a recording of the pieces to be submitted. These do not have to be performed by the candidate and they are not marked for the quality of the performance, only the quality of the composition.

A score, chord sheet or outline is required, although this is not usually reflected in the mark awarded.

Some awarding organisations expect that the composition to the brief set by the awarding organisation must be carried out under supervised conditions. Others do not specify this. [OCR ‐ supervised conditions but no time limitation; Edexcel – controlled conditions, minimum of 5 hours; AQA do not impose restrictions, other than that the teacher must authenticate the performance; Eduqas – teacher must sign the composing log at three different times to authenticate the performance but no other restrictions].

Some of briefs set by awarding organisations link to areas of study.

The briefs designed by students need to be submitted with the recordings. Most of the awarding organisations ask for the occasion and audience to be defined, as well as ‘the musical details’.

© Incorporated Society of Musicians, Dr Alison Daubney, March 2016

Overview of composing requirements – two compositions (1 brief set by awarding organisation, the other by the candidate)

AQA

Marks awarded for:   

Edexcel

OCR

creative and effective selection and use Each composition must demonstrate selection and use of at least four types of of musical elements musical element as follows: appropriate selection and use of  at least two of rhythm, metre, musical elements (to the compositional texture, melody, structure, form intention)  at least two of harmony, tonality, technical and expressive control in the timbre, dynamics, phrasing, use of musical elements. articulation.

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Developing musical ideas Demonstrating technical control Composing with musical coherence

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Learners are assessed on their ability to develop musical ideas, use conventions and techniques, explore the potential of musical structures and resources, use of musical elements.

Holistic marks are awarded out of 30 for the free choice composition. The brief set by the exam board has two components – a mark out of 6 for meeting the brief and a holistic mark out of 24 for the piece.

Creativity and development of musical ideas Technical control of musical elements and resources Structure and stylistic coherence

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WJEC Eduqas

Notes of the briefs

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© Incorporated Society of Musicians, Dr Alison Daubney, March 2016

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There will be a choice of four briefs set by Edexcel. These will relate to the areas of study.

Each composition must be at least one minute in length. Two compositions must come to at least 3 minutes combined.

The composition to a brief set by OCR will be linked to an area of study.

There will be a choice of four briefs, one linked to each area of study.

Other requirements / points worthy of noting Compositions can be composed in any style or genre to best reflect the skills, strengths and interests of the individual students.

Briefs will include different stimuli which may include: Written words, poems or a piece of text Photographs images or film Notation Students must work on their compositions under controlled conditions for at least five hours. This must include the final write up of their compositions, and can include any research and development time.

A score must be submitted but no marks are awarded for this.

Candidates will be required to respond to a brief using one of the following as a stimulus: A choice of two rhythmic phrases A choice of two note patterns A four line stanza of words A chord sequence A short story An image

All secondary source materials, such as musical quotes or pre‐composed samples, must be clearly acknowledged and any work which is not entirely that of the learner must be identified.

A composition log must be submitted.

Listening / understanding / appraising (40% of marks)

Each of the awarding organisations has a slightly different title for this section of the GCSE. It is the component in which a final examination will be taken at the end of the two‐year course.

As defined by Ofqual, the knowledge and understanding is defined around musical elements, musical contexts and musical language. Each awarding organisation provides a detailed list of terms.

Musical elements  melody  harmony  tonality  form and structure  dynamics  sonority  texture  tempo  rhythm  metre Musical contexts

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Musical language

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the purpose and intention of composers, performers and those who commission music the effect of the occasion, audience and choice of venue on the way music is composed and performed how music is created, developed and performed in different social, historical and cultural contexts reading and writing treble and bass clef staff notation in simple time reading treble and bass clef staff notation in compound time chord symbols, e.g. G7 key signatures to four sharps and flats musical vocabulary related to areas of study

In line with another Ofqual requirements, this examination must include some examples of music which have not been studied as set works.

AQA offers choice about the area of study chosen for the second part of questions on contextual understanding. This is based upon the study piece for this area of study.

‘Long answer’ questions vary between the specifications in terms of a) what percentage of the marks they are worth and b) whether they relate to music hear in the examination, or knowledge and understanding of set works.

OCR Specimen paper awards 9 marks for one long answer question and 6 for another.

Edexcel ‐ 12 marks for long answer question comparing set work and an unfamiliar piece.

WJEC Eduqas specimen paper 10 marks for long answer question. Relating elements, purpose and intention to a piece of music listened to on film music.

AQA – Two questions of 8 marks in the second half of the paper (one compulsory, one chosen by the candidate based upon a choice of three relating to the set works). These are not linked to a listening example but are instead based upon candidate’s knowledge and understanding of the set works.

© Incorporated Society of Musicians, Dr Alison Daubney, March 2016

Listening/ appraising / understanding examination

AQA

Total duration

Total marks Overview available

1hr 30 mins

96

Edexcel 1hr 45 mins

80

Section A – listening (68 marks)

Description

eight compulsory questions covering all areas of study – it will be based upon unheard works Section B ‐ contextual four sets of linked questions understanding (28 marks) on the study pieces, two compulsory (one of these is linked to area of study 1) and the other based on an area of study of the candidate’s choice Section A – Areas of study, ‐ Six questions related to 6 of dictation, and unfamiliar the 8 set works pieces (68 marks) ‐ One short melody / rhythm completion exercise (worth 6‐ 10 marks) ‐ One question on an unfamiliar piece (skeleton score provided) with questions on its musical elements, musical contexts and musical language Section B – Extended ‐ one question that asks response comparison candidates to compare between a set work and one and/or evaluate the musical unfamiliar piece (12 marks) elements and musical language of one set work with one unfamiliar piece of music

© Incorporated Society of Musicians, Dr Alison Daubney, March 2016

Additional points AQA have “created classroom performance editions of GCSE study pieces so they can be played by any instrument, in any combination.”

assessed for quality of musical knowledge and understanding demonstrated as well as the quality of the evaluation and conclusion

OCR

1hr 30 mins

WJEC 1hr 15 mins Eduqas

80

Multiple choice, single or short answer, questions that require an extended response

96 marks

Eight questions in total. Six questions on unprepared musical extracts and two questions on prepared musical extracts (see above ‐ Mozart and Rainbow)

© Incorporated Society of Musicians, Dr Alison Daubney, March 2016

Examination based around: Musical elements Musical contexts Musical language

Areas of study 2‐5 will be examined: The Concerto through time Rhythms of the world Film music Conventions of pop Examination is designed for Each musical extract will students to show knowledge be linked to one of four and understanding of: areas of study: Musical elements 1. Musical Forms and Musical contexts Devices Musical language 2. Music for Ensemble

3. Music for Film There are set works for AOS 1 4. Popular Music and AOS4.

Where to find further information

Awarding organisati on AQA

Website

Where to find specifications and support materials

www.aqa.org.uk

Edexcel

www.qualifications.pearson.com

OCR

www.ocr.org.uk

WJEC Eduqas

www.eduqas.co.uk

http://www.aqa.org.uk/subjects/music/gcse/music‐8271

http://qualifications.pearson.com/en/qualifications/edexcel‐gcses/music‐ 2016.html

http://www.ocr.org.uk/qualifications/gcse‐music‐j536‐from‐2016/

http://www.eduqas.co.uk/qualifications/music/gcse/

© Incorporated Society of Musicians, Dr Alison Daubney, March 2016