MENZA Q&A

Nau mai Haere mai

�1.1 91948 Use music skills in a music style

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Best practice 1.1 Activity B (Beats recreation)

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Files sent for moderation include:

1. Original music (great to see teacher-sourced range of styles). Less-well known music or unknown music (to student) with an apparent ‘style’ e.g. blues, folk-ballad, reggae, is best as students truly using their music skills
2. Learner description (including musical/theoretical literacy/digital music skills)
3. Learner evidence, MP3 with DAW screen-shot
4. “Extended” skills for Excellence – description of music style match applied evidence of fluent listening, theoretical and DAW skills (quantizing, layering, detailed consideration of instrumental voicings).

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�Best practice 1.1 Activity C (Playback)

Files sent for moderation include:

1. Audio of original source music
2. Clear AV evidence of student
3. Learner description (unpacks listening skills, musical terminology, technical skills)
4. “Extended” skills for Excellence – music choice very important, needs to challenge but also be at NZC Level 6
5. A clear STYLE emulated by the student’s playback/transcription

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�Great Tasks for 1.1

1. Jazz style piano score provided by assessor; transposed by learner into 4 saxophone parts, then conducted by learner.

2. ‘He Raumati’ recording by Whirimako Black (in jazz style of ‘Summertime’ original) vocal line given to learners who created dub style tracks on DAW.

3. Any interpretation of 1.1B or 1.1C where assessors have found and/or created music examples that students don’t already know or can learn on a You Tube tutorial.

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1.2 91949 Demonstrate music performance skills

• For the single performance being assessed repertoire choice is vital – high stakes

Must be reflective of a third year of group tuition

Must challenge performer yet be attainable by end of third term.

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• Stage presentation skills are a focus of the standard.

Performers need to demonstrate a connection with the audience

from the beginning of the performance to their exit from the 'stage’.

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• For moderation, send in original source score/link to recording plus clear AV recording of learner (soloist or group).

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Big Idea�Music is a craft that can be continually developed and refined�

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Music is a craft that can be Music is a creative artform that is expressed through the application of music literacies. These literacies can be expanded and strengthened through processes of participation, reflection, evaluation, and iteration. The nature of music literacies varies because they whakapapa back to different settings and contexts.

Music literacies include listening and aural capabilities, playing and performance, music creation, technical and theoretical skills, and wider musical and cultural knowledges and functions.

Through continual development and refinement of their musical craft, ākonga can expand their capacity to communicate ideas, intent, and emotion through music, and interpret and construct meaning as engaged listeners. They can also look to the music of those who have gone before them to help inform how they will engage as musicians today and into the future.

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