AS 91422 Annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 661 KB]

TKI Music assessment resources (external link)

For Excellence, the student needs to perceptively analyse a substantial music work.

This involves evaluating how musical elements and features and compositional and structural devices are combined to communicate the style and musical meaning of the work.

This student has completed an essay analysing the music of John Williams’ film score from ‘Jaws’.

The section included from the essay analyses the musical element of instrumentation/timbre in ‘Jaws Suite’. The student evaluates how the shark leitmotif is developed through contrasting timbres within the orchestra (1), and how using the lower range of the orchestra creates a sense of depth (as in the ocean) and foreboding as the shark approaches (2).

The perceptive analysis offers further examples of timbral contrasts, such as the use of the tuba’s high register to unnerve the listener (3), the application of variation as a composition device (4), and the memorable effect of textural variety (5).

For a more secure Excellence, the student could give more specific musical examples to demonstrate their perceptive analysis of the score.

For Merit, the student needs to critically analyse a substantial music work.

This involves discussing how musical elements and features and compositional and structural devices contribute to the style and musical meaning of the work.

This student has completed an essay analysing elements and features of ‘Rhapsody in Blue’ by George Gershwin.

The section included from the essay analyses the melody as a music element, including the use of the blues scale to evoke the sonority of the 1920s jazz era (1). The student also discusses how compositional devices such as sequence (2), chromaticism (3) and call and response (4) feature in each of the five themes.

The five themes are further analysed as representing different elements of American culture (5), and there is an evaluation of how Gershwin’s inspiration for the work shaped its melodic, thematic and musical meaning (6).

To reach Excellence, the student could evaluate in more depth how melody is used to highlight the different roles of the piano and orchestra. For example, how the melodies from the five themes are developed during the solo piano cadenza passages.

For Merit, the student needs to critically analyse a substantial music work.

This involves discussing how musical elements and features and compositional and structural devices contribute to the style and musical meaning of the work.
This student has completed an essay on Beethoven’s ‘3rd Piano Concerto in C minor, 1st movement’. The section included from the essay generally provides critical analysis of the musical element of texture (1) (2) (3). A compositional device is also discussed (4), together with some aspects of how Beethoven’s compositional style bridged the Classical and Romantic periods (5).

For a more secure Merit, the student could elaborate on the comment, “the effect that Beethoven's use of the texture has on listeners is unique” in order to strengthen their discussion on how texture contributes to the early-Romantic style of the work.

For Achieved, the student needs to analyse a substantial music work.

This involves explaining musical elements and features and compositional and structural devices in order to show understanding of the style and structure of the work.

This student has completed an essay analysing elements and features of ‘Te Tangi a Wairaka’ (The Cry of Wairaka) by Jack Bewley. The work was composed for brass band and taonga pūoro.

The section included from the essay analyses the structure of the work (1). Programmatic features (2) are listed as a compositional device. The student also explains how traditional waiata (3) and taonga pūoro (4) are used to represent Māori culture within the narrative structure of the work, and the intent of the composer to depict how Whakatāne was named (5).  

For Merit, the student could critically analyse how the composer’s referencing of ‘Hoea Hoea Ra’ contributes to the style and musical meaning, as the waiata uses imagery of the migration from Polynesia (Hawaiiki) to Aotearoa.

For Achieved, the student needs to analyse a substantial music work.

This involves explaining musical elements and features and compositional and structural devices in order to show understanding of the style and structure of the work.

This student has completed an essay analysing elements and features of the musical ‘Sweeney Todd’ by Stephen Sondheim. The section included from the essay explains the compositional device of ostinato used to create suspense and to denote the lead character (1).

The student has included musical extracts to exemplify of the use of ostinato in Sweeney Todd (2), (3), (4) and (5). There is some discussion on instrumentation (2) to show understanding of Sondheim’s use of timbre.

For a secure Achieved, the student could analyse the shifts in keys and pulse of the ostinato passages to strengthen their explanation of compositional and structural devices. They could also provide a short conclusion on how the quoted ostinato passages demonstrate the style of the musical.

For Achieved, the student needs to analyse a substantial music work.

This involves explaining musical elements and features and compositional and structural devices in order to show understanding of the style and structure of the work.

This student has completed a PowerPoint presentation on Vivaldi’s violin concerto ‘Spring 1st movement’ from The Four Seasons. Three slides have been included here.

The student has analysed and explained the episodic form of the movement and given an overview to several elements, including instrumentation, harmony, texture and dynamics (1). Compositional devices are also listed (2), but need further explanation.

To gain Achieved, the student could explain the contrast between ritornello and episodes as a structural element, and the use of compositional devices to achieve the programmatic, word-painting characteristics of Spring. This would strengthen the evidence and allow the student to show their understanding of Baroque style.