CAIRNS SDE

Subject: Music
Year Level: 9/10 2023

Student Name: Teacher :

Assessment
Composition Time Allowed: 6 Weeks
Instrument:

Unit: 4 Melodic Canvas: Painting with Sound

Global Learning
Context:
During this unit you have been exploring musical elements of composition.

Part A: You are to create an original composition, record it, or perform it. You may do so as a
soloist or in a group of not more than four players.
Part B: Composition statement 50-100 words

Conditions:
• You must model your composition on conventions studied from repertoire in class.
• You must create a composition statement of intent documenting how you created your
composition. This can be either in a written format (50 – 100 words) or spoken/video
(45 – 60 seconds)
• If playing in a group you must have no one playing the same part

Teacher support and feedback on composition is available throughout the course

Strands to be assessed RESULTS

Making and Responding

OVERALL RESULT
Teacher feedback

Declaration of Authenticity
I declare that all material presented is my own work, or fully and specifically acknowledged
wherever adapted from other sources. I understand that if at any time it is shown that I have
significantly misrepresented material presented any level of achievement or credits
awarded to me on the basis of that material may be revoked.

________________________ ______________________
(Students Name) (Students Signature)
Follow the below steps to create your composition:

CONSIDERATIONS:
• You will have time to work on your assignment at school, but you may need to also
work on it at home.
• you will submit a draft of your assignment to your teacher, who will give you feedback
on your work
• your performance will be recorded audio visually if it is a group performance
• if you are using a DAW such as Mixcraft or Garage Band, work must be done
individually and you must submit your file via Student Cafe

YOU WILL BE MARKED ON:

• the use of the elements of music
• the quality and originality of your music
• the technical and expressive skills used in your performance
• your compositional statement

SUGGESTED FORMAT:
• intro
• section A
• section B
• section A
• outro

4. Things to remember:
 title and composer’s name
 treble clef at the start of your score
 time signature (4/4)
 expression and dynamic markings (indicating tempo and changes of volume (p, mp, f)).
 neatly written notes (lines or spaces) with straight note stems (remember which stems
need to be pointing up and which need to be pointing down)
 double bar line at the end of the piece
Part B: Composition Statement

Reflect and respond on the following composition aspects:

1) What style of music was I attempting to portray in my composition? Was I successful?

Explain and provide 2 examples.
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2) What were the strengths of my composition? Provide 2 examples of what you thought you
did really well.
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_________________________________________________________________________

3) Were there any areas you would to improve on? Provide 2 examples.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4) How did you create your composition?

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Assessment Task – Marking Guide Student Name - Teacher Name -

Assessment Task Type written

Music composition
Name Date

Description Students compose an original composition and include a composition statement

Learning Area Music

Criteria A B C D E
Composition of music demonstrating notation, Composition of music demonstrating Composition of music demonstrating Composition of music Composition of
purposeful and skilful manipulation and use of: notation, skilful manipulation and use notation, manipulation and use of: demonstrating notation and music
•the elements of music of: •the elements of music uneven use of aspects of: demonstrating
•the elements of music •the elements of music sporadic use of
•stylistic conventions •stylistic conventions aspects of:
•aural skills, including recognition and memorisation •stylistic conventions •aural skills, including recognition •stylistic conventions
•the elements of
of musical patterns •aural skills, including recognition and and memorisation of musical •aural skills music
•music terminology memorisation of musical patterns patterns •music terminology •stylistic
•symbols •music terminology •music terminology •symbols conventions
Students use aural skills, music terminology and •symbols Symbols •aural skills,
symbols to recognise, memorise and notate features Students use aural skills, music Students use aural skills, music
Making – terminology and symbols to •music terminology
creating complex melodic patterns in music by using terminology and symbols to recognise,
composing and appropriate pitch contour, beat patterns and rhythm memorise and notate features creating recognise, memorise and notate •symbols
performing sequences to create a composition that is engaging melodic patterns in music by features, such as melodic patterns in
for an audience experimenting with pitch contour, beat music they compose.
patterns and rhythm sequences in
music they compose.

Students use aural skills, music terminology and Students use aural skills, music Students use aural skills, music Students use aural skills, to Students use
symbols to recognise, memorise and notate features terminology and symbols to recognise, terminology and symbols to recognise and notate features of music
creating complex melodic patterns in music by using memorise and notate features creating recognise, memorise and notate features of music composition.
appropriate pitch contour, beat patterns and rhythm melodic patterns in music by features, such as melodic patterns in composition.
sequences to create a composition that is engaging experimenting with pitch contour, beat music they compose.
for an audience. patterns and rhythm sequences in
music they compose.
Assessment Task – Marking Guide Student Name - Teacher Name -

Assessment Task Type written

Music composition
Name Date

Description Students compose an original composition and include a composition statement

Learning Area Music

Criteria A B C D E
Students refer to use of elements of music and Students refer to use of elements of Students evaluate musical choices Students notate musical Students notate
stylistic features when evaluating and interpreting music and stylistic features when they made in their composition to choices they made in their musical choices.
musical choices they made in their composition to evaluating and interpreting musical communicate meaning as composition to communicate
communicate meaning as performers and choices they made in their composition performers and composers. meaning.
composers. Students identify and describe features to communicate meaning as
and performance practices that contribute to their performers and composers.
composition.
Responding