PRESUPUESTO DE OBRA

GCSE performances should demonstrate control, expressive use of phrasing and dynamics which are appropriate to the style and mood of the music. Where pieces do not have a consistent level of demand the “difficulty” mark applicable to the piece with the lowest level of demand is to be awarded. To select the most appropriate mark within the band descriptor, teachers should use the following guidance:

• where the learner’s work convincingly meets the statement, the highest mark should be awarded

• where the learner’s work adequately meets the statement, the most appropriate mark in the middle range should be awarded

• where the learner’s work just meets the statement, the lowest mark should be awarded.

Technical control and fluency

Learners are assessed on their use of a range of appropriate techniques as they apply to the learner’s instrument/voice (e.g. coordination and balanceof RH/LH, bow/fingers, tongue/fingers; intonation; breath control; diction; pedalling; registration, use of appropriate tempi).

Where the learner presents a performance using music technology to realise music, their ability to use appropriate technique (e.g. appropriate software functions; production techniques; balance) is

assessed.

If the difficulty mark does not exceed 2 then the top band of marks (10–12) is not accessible.

Performance Marking Criteria

10–12

marks The performance is confident, accurate and fluent with good technical control appropriate to the demand of the music. There may be minor blemishes but they do not significantly affect the overall performance. Intonation (where relevant) and tone production are good.

7–9

marks The performance is predominantly fluent, with technical control adequate to the demand of the music. There could be some errors but these do not disrupt the overall flow of the music. Intonation (where relevant) and tone production are generally secure.

4–6

marks The performance has some fluency with mostly correct rhythms and pitches. Hesitance and technical errors may sometimes disturb the flow of the music. Intonation (where relevant) is partially secure.

1–3

marks The performance has very limited accuracy and fluency. Intonation (where relevant) may be poor. 0 marks There is nothing worthy of credit

3

Expression, interpretation and ensemble awareness

Learners are assessed on their musical

communication, expression and interpretation, including expressive use of phrase and dynamics, appropriate to the style and mood of the music.

Also their aural awareness in relation to the ensemble and their ability to blend and co-ordinate with other performer(s) is assessed.

If the difficulty mark does not exceed 2 then the top band of marks (10–12) is not accessible.

10–12

marks The performance is communicated musically and stylishly using conventions that are appropriate to the genre. A high level of ensemble awareness is evident and is in keeping with the context of the music.

7–9

marks The performance communicates some appropriate dynamics and articulation and there is clear co-ordination with the other performers.

4–6

marks The performance has limited attention to dynamics and articulation. There is some awareness of the other performer(s) but little regard to the demands of balance and/or performing conventions.

1–3

marks The performance attempts to communicate the piece in a simple way but there is limited awareness of the other performer(s).

0 marks There is nothing worthy of credit

Difficulty

Where pieces do not have a consistent level of demand the mark applicable to the piece with the lowest level of demand is to be awarded.

5–6

marks A more complex piece involving sustained control with more intricate technical demands in terms of an extended range and control of tempo, dynamics, articulation and phrasing.

3–4

marks A piece which requires a range of rhythmic and/or melodic change with some technical demands in terms of phrasing, dynamics, articulation and key.

1–2

marks A simple piece which uses a limited rhythmic and/or melodic range with easy movement between notes and where relevant, in an easy key.

2

3

Each composition or arrangement is awarded a mark out of 24 using the core criteria and a mark out of 6 using the area of study criteria for relation to the set brief.

The core criteria take into account the quality of ideas, the way that they are manipulated, and the structure. The overarching outcome statement should be used to define the band of marks into which the composition is placed. A mark should then be selected within the band to reflect the degree to which the piece meets the rest of the criteria.

To select the most appropriate mark within the band descriptor, teachers should use the following

guidance:

• where the learner’s work convincingly meets the statement, the highest mark should be awarded

• where the learner’s work adequately meets the statement, the most appropriate mark in the middle range should be awarded

• where the learner’s work just meets the statement, the lowest mark should be awarded.

Core criteria

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.