Assessment Criteria for Exit Level Outcome 1:
The music examinee should demonstrate the ability to control the following:
Technical skills:
> Accuracy, fluency, speed, intonation, breathing, vibrato, timbre, diction, bowing, embouchure formation, coordination.
Expressive skills:
> Form, phrasing, textures, timing, dynamics, articulation, expression of character and mood, communication (presentation, projection, individuality).
Assessment Criteria for Exit Level Outcome 2:
The music examinee should demonstrate the ability to control the following technical skills:
�Accuracy.
�> Fluency.
�> Speed.
�> Fingering.
�> Articulation.
�> Intonation.
�> Breathing.
�> Bowing.
�> Diction.
�> Tone production.
Coordination.
Assessment Criteria for Exit Level Outcome 3:
The music examinee should demonstrate the ability to control the acucrate audition of:
Rhythmic, melodic and harmonic hearing.
Assessment Criteria for Exit Level Outcome 4:
The music examinee should demonstrate the ability to control the accurate rendering of:
�Pitch/key.
�> Rhythm/time signature.
�> Tempo.
�> Character insight/performance indications.
Assessment Criteria for Exit Level Outcome 5:
The music examinee should:
�> Identify the different rudimental elements in a score.
�> Read music notation accurately and effectively.
Notate (write down) melody, harmony and composition.
Assessment Criteria for Exit Level Outcome 6:
The music examinee should:
�> Identify the elements which contribute to the tonal organisation in music.
�> Analyse the vertical chord as organisational principle for composition.
�> Make connections between the linear aspects as well as the harmonic aspects of music.
�> Analyse the interdependent nature of melodic, rhythmic and harmonic motion contributing to an effective whole.
�> Emphasize auditive aspects.
Display consciousness and taste for sound.
Assessment Criteria for Exit Level Outcome 7:
The music examinee should:
�> Analyse the fundamental and basic principles of organisation and structure in music.
�> Explain the development of form types with regard to history and style.
�> Explain the functions and requirements of form, to enhance musical performance.
�> Explain the relationship between musical techniques and expressive values in music.
Apply analysis, evaluation and appreciation techniques that will enhance musical performance and listening.
Assessment Criteria for Exit Level Outcome 8:
The music examinee should:
�Recognise the historical characteristics in a composition and explain the contribution of the different composers to each style period.
�> Display a broader taste to experience additional types and styles of music.
�> Relate representative compositions to the musical style, sociological aspects and cultural trends of the historical period concerned.
�> Select listening experiences judiciously.
Associated Assessment Criteria for Critical Cross-Field Outcome 1:
Take decisions to solve musical problems.
Develop judgment by making musical decisions.
Display critical thinking to solve musical problems.
Display creativity in the solution of these problems.
Relate technical skills to musical expression and vice versa.
Associated Assessment Criteria for Critical Cross-Field Outcome 2:
Comply with score requirements.
Show technical competency.
Recognise music making as a from of collective expression.
Communicate and perceive the meaning of the contents of different compositions.
Demonstrate understanding for the effect of context and audience purpose on performance and presentation.
Follow instructions as member (ensemble, choir, band, etc.) or accompanist.
Give instructions as conductor or accompanist (choir, ensemble, band, etc.).
Listen for balance, precision, tone, blending and dynamics.
Associated Assessment Criteria for Critical Cross-Field Outcome 3:
Render a rounded off performance and interpretation of a composition.
Show progress in complexity and range through increased levels of technical and expressive competence.
Assess their own strengths and weaknesses and work to improve their technical and musical abilities.
Fixate through practice to attain greater control.
Associated Assessment Criteria for Critical Cross-Field Outcome 4:
Read musical notation accurately.
Make judgments as to creative interpretation appropriate to contexts.
Interpret the interpretation markings of music (original and by edition).
Form musical concepts and develop musical insight.
Use other resources effectively to enhance interpretation (libraries, dictionaries, recordings, etc).
Demonstrate awareness of musical conventions.
Critically analyse performances of self and others.
Hear inwardly.
Listen to a wide variety of music with understanding and enjoyment.
Associated Assessment Criteria for Critical Cross-Field Outcome 5:
Display skill and judgement in listening and teaching.
Present a composition (through performance and/or notation) so that the character of a work is projected with confidence and individuality.
Performing from memory.
Connect fingering patterns to sound images.
Solve intonation and tone production problems through listening.
Associated Assessment Criteria for Critical Cross-Field Outcome 6:
Apply the technology of applicable instruments effectively so as to produce the required and typical tone quality.
Apply the technology of applicable instruments effectively so as to play with reliable intonation.
Associated Assessment Criteria for Critical Cross-Field Outcome 7:
Recognise contribution of various cultures and parts of society to musical genres, forms and styles.
Connect the abstract knowledge of musical theory to the reality of practical performance.
Put forth the role of music (through performance, teaching and appreciation) as a beneficial part of society.
Associated Assessment Criteria for Critical Cross-Field Outcome 8:
Explore music learning opportunities (playing from memory, playing by ear, improvisation, making arrangements, composing, etc).
Participate in shared performances (public and private).
Follow musical conventions.
Display awareness of own preferences.
Listen selectively and critically to radio and TV broadcasts.
Associated Assessment Criteria for Critical Cross-Field Outcome 9:
Raise awareness of musical benefits in the community.
Contribute to well-being of community through solo and group performance.
Encourage and participate in musical activity across cultures and communities.
Associated Assessment Criteria for Critical Cross-Field Outcome 10:
Display openness to own and others’ culture through choice of musical repertoire.
Show openness to other cultures’ music through attendance, support and appreciation.
Associated Assessment Criteria for Critical Cross-Field Outcome 11:
Participate in public performances (concerts, eisteddfods etc) as instrumentalist, singer, group member, accompanist or conductor.
Make connections between theory and practical work for the examination and performance in real life situations.
Identify and use the musical skills which are valued in the workplace (hearing skills, etc.).
Associated Assessment Criteria for Critical Cross-Field Outcome 12:
Create job opportunities through performance, accompanying, conducting and composing.
Show realistic awareness of own worth and value as performer, accompanist, conductor and composer.
Think flexibly of music-related jobs to benefit society (eg. music teachers, music therapy, musicology, etc).
Integrated Assessment:
Formative Assessment:
It is assumed that learning and assessment are integrated by the self provided facilitator of learning.
Summative Assessment:
Tuition is not provided by the Directorate Music, Unisa, but must be arranged privately with a qualified facilitator of learning. Summative assessment is provided and conducted by the Directorate Music, Unisa to ensure that the purpose of the qualification is achieved.
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