Head of Department: D.F. Lawson Board: EDEXCEL
Aims of the AS and A2 Course The broad aim of the A level course is to develop aural, historical and analytical, performing and composing skills to an advanced level. AS units provide an opportunity to develop these skills to a level between GCSE and A2 and may be regarded as the termination of a one year course or as a transitional stage on the way to the full A2 qualification.
Music AS and A2 require proficiency at a high level in a range of skills and so they are demanding but highly fulfilling courses for suitable candidates.
Are you a suitable candidate? You might be if you have taken music at GCSE and have gained a grade B or higher, though GCSE is not a formal requirement. What is essential, however, is that you show a good standard of performing proficiency (Grade 5 at the start of the course), possess a musical ear and a basic understanding of music theory and have an interest in studying and performing music of all styles.
Students wishing to enter a Music College or read Music as a degree subject will need A Level Music, and it is also required for a range of other courses combining Music with other disciplines. Music can be a very rewarding support subject at AS or A2 level and is compatible with a wide range of other disciplines; sciences, humanities and languages.
What the Course Involves Classes are split between two teachers and are taught in the Music School. There is also input from specialist instrumental teachers. The core of the work undertaken in the first year is designed to prepare candidates for the three AS Units:
Solo Performance (externally assessed) and Performance During the Course (internally assessed). 30% of AS.
The solo performance involves performing a piece, or group of pieces, lasting 5 to 6 minutes, to at least Grade V level. Performance during the course involves nominating four occasions on which you have taken part in solo or group performances, and submitting proof of all four and a recording of one of them.
Techniques of Composition and Composition Topics (externally assessed). 30% of AS
Techniques of Composition is a paper which allows candidates and their teachers to select two questions (from eight) to answer at the end of the year. This will involve the study and practice of the compositional styles in question, which include four part harmony, two and three-part counterpoint, popular song, minimalism and serialism, among others. Composition topics allow the AS candidate to create two original, free compositions, in response to two of nine given briefs.
Listening and Understanding Music (two papers, externally assessed). 40% AS
The listening and understanding papers are taken on the same day, but cover two rather different areas of musical skill. The listening paper is a test of awareness of the ways in which composers put their music together in order to achieve their desired effect; it requires a familiarity with the meanings and application of a large range of musical techniques, terms and ideas. The musical understanding paper demands close familiarity with works chosen from a syllabus. Candidates are required to demonstrate this familiarity by answering questions in prose, bullet-points, tick-boxes and musical notation.
A second year of study involves exploring these same three topics to greater depth, and offers some scope for specialisation either as a composer or a performer. For example, in Paper 5 (Specialist Options) candidates can choose to offer either a folio of compositions or a solo recital of twenty minutes, both of which should be of an advanced musical standard and ambitious in scope.
Candidates will want, and will be expected, to involve themselves in a range of extra-curricular musical activities selected from the many on offer. Music AS and A2 can be a wonderful opportunity for both creative and academic development within the same subject. Music Technology AS & A2
Head of Department: M. Conway Board: Edexcel
Key Features of the Specification
Embracing new technology Music technology, like other forms of technology, advances rapidly. This new Music Technology specification provides opportunities to embrace recent developments in the field.
Emphasis on a wide range of practical work This new Music Technology specification involves much practical work and encourages the cultivation of a wide range of skills.
Students will have opportunities to: Sequence MIDI Sequence audio Record live instruments Produce CDs Compose using music technology.
Understanding technical processes and principles Students will have opportunities to build understanding of the technical processes and principles that underpin effective use of music technology, and comment on it in writing.
Progression to higher education (HE) and a career There are many important opportunities in higher education, and many career possibilities for those proficient in handling music technology. GCE in Music Technology has been widely accepted by higher education provides and this Music Technology Advanced GCE will continue to provide valuable experience and preparation for students aiming for HE in the subject. Music technology careers could include work as a: Sound engineer Record producer Teacher Professional Musician.
Why choose this specification? Music technology plays a key role in music across the world. This qualification (the only Advanced Subsidiary and advanced level GCE in Music Technology) is designed to open up a range of exciting and useful tasks to a wide candidature, and to encourage students to learn about the subject. Students, including those who do not play a traditional instrument, are encouraged to explore their musicality and create original materials using technology. Like its predecessor this specification retains an emphasis on practical tasks, but it is slimmed down and updated, with all tasks appropriate to styles of music that use music technology
AS Unit 1: Music Technology Portfolio 1 *Unit code 6MT01 Externally assessed it is worth 70% of the total AS marks and 35% of the total GCE marks.
Content summary Students will learn and use a variety of music and music technology skills in order to complete this unit. MIDI sequencing and multi-track recording as well as arranging skills are all key components assessed through the practical work carried out.
Students must complete three tasks which together make the Music Technology Portfolio 1:
? Task 1A: Sequenced Realised Performance - Students will produce a sequenced performance using Cubase 4 based on a commercially available piece of music prescribed by Edexcel. The prescribed piece for 2009 was ‘Tainted Love’ by Soft Cell. ? Task 1B: Multi-track Recording – Students will select a piece of music lasting 2-4 minutes which relates to Area of Study 2: Popular Music Styles since 1910, and make a recording of it. The performance recording must be played and sung live, without any MIDI sequenced performance. The recording will be high quality with careful attention paid to the efficient capture, processing and mixing of musical information. This will be done in the recording studio at HMSG. ? Task 1C: Creative Sequenced Arrangement – Students will be required to create an original arrangement 2-3 minutes in length, of a prescribed stimulus in a prescribed style. There will be a choice of two stimuli, and a choice of two styles. The prescribed stimuli for 2009 were either ‘Light My Fire’ by the Doors or ‘I’m No Angel’ by Dido. The prescribed styles in which either of those songs were to be arranged in were either’ Urban R&B’ or ‘80s Rock’.
Students will also submit a logbook that will provide information on the resources used in each task as well as assessed questions on their creative sequenced arrangement.
Controlled conditions ? Students have the following number of hours to complete the three tasks in Music Technology Portfolio 1: ? a maximum of 20 hours to complete the Sequenced Realised Performance. ? a maximum of 20 hours to complete the Multi-track Recording. ? a maximum of 20 hours to complete the Creative Sequenced Arrangement.
Assessment ? Students will produce an audio CD entitled ‘Music Technology Portfolio 1’, containing three tracks of work as specified in the three tasks above. They will also present a logbook. ? The work is to be done under coursework conditions between the issue of the stimulus material in September and the submission date. ? The logbook will detail equipment used and be used to answer two assessed questions on their creative sequenced arrangement.
AS Unit 2: Listening and Analysing *Unit code 6MT02
Externally assessed it is worth 30% of the total AS marks and 15% of the total GCE marks.
Content summary ? This unit provides students with an opportunity to study the styles most common in popular music. Students will have the opportunity to demonstrate this knowledge using aural discrimination skills. ? Students are required to study the development of popular music styles from 1910 through to the present day. This is not intended to be a comprehensive and in-depth study of every popular, jazz or rock music style, but an overview of the main styles and trends during the development of popular music. ? Two special focus styles will be selected each year for more in depth study. For the special focus styles, in addition to the main fingerprints of the style, students will be expected to have an extended knowledge and understanding of context. The two focus styles for 2010 are Reggae and Heavy Rock.
Assessment 1 hour 45 minute listening examination, externally assessed, in the summer of the year of entry. Each student will have a copy of an audio CD supplied by Edexcel, containing recorded excerpts.
A2 compulsory unit portfolio Unit 3 Music Technology Portfolio 2 – A2 compulsory unit
Unit 3 builds on skills acquired in Unit 1 and extends these to include a composition task. It involves detailed study of Area of Study 3: The Development of Technology-based Music. Students carry out the work for this unit under controlled conditions.
Students must complete three tasks which together make the Music Technology Portfolio 2:
Task 3A: Sequenced Integrated Performance - Students will produce a sequenced performance based on a recording of one piece of music from a list of two prescribed by Edexcel. Task 3A differs from Task 1A in requiring a live audio recording of the lead vocal to be integrated with the other sequenced tracks. Students may record up to a maximum of two further tracks if desired in addition to the vocal track.
Task 3B: Multi-track Recording - Students will select one recording topic from a choice of two. They will choose a piece of music lasting 3–5 minutes which relates to their chosen topic and make a recording of it. The performance recorded must be played and sung live, without any MIDI sequenced performance. The recording should be high-quality, with careful attention paid to the efficient capture, processing and mixing of musical information. Task 3B differs from Task 1B in requiring more expert management of the recording process. It will involve a minimum of 12 tracks and a maximum of 24 tracks, and a minimum of eight tracks captured using microphones. According to the topic chosen, students must use at least four acoustic/orchestral or percussion instruments.
Task 3C: Composing using Music Technology - Students will create an original composition based upon a brief supplied by Edexcel. Students will choose one of three published briefs. The composition should demonstrate a creative approach to the use of music technology in composition, and will involve employing a range of sound sources and editing techniques to achieve a musical outcome.
Each task will be submitted as a designated track on the Music Technology Portfolio 2. Students will also submit a logbook which will provide information on the resources used in each task. Students will create an original composition based upon a brief supplied by Edexcel. Students will choose one of three published. Students must complete a logbook detailing the equipment used for all three tasks. (There are no marks available for completing the logbook, but student’s work cannot be assessed if this is not completed.) Controlled conditions Students have the following number of hours to complete the three tasks in Music Technology Portfolio 1: a maximum of 20 hours to complete the Sequenced Integrated Performance. a maximum of 20 hours to complete the Multi-track Recording. a maximum of 20 hours to complete the Composing using Music Technology.
Unit 4 Analysing and Producing – A2 compulsory unit
Students will be expected to demonstrate their knowledge of music and the principles of music technology through a series of written commentaries, manipulations and production tasks using material on an examination paper and recorded on an audio CD.
? This assessment will take the form of a 2-hour examination. ? There are two sections in the examination paper and students have to complete both. Each student will have an audio CD, which will contain a series of music files to be imported into music production software. Each student will also have an examination paper which will include some or all of the CD tracks notated as conventional staff notation, editing grids or numerical data. ? Students will be required to review the materials, commenting on musical elements and technological processes, identifying mistakes and discrepancies and correcting them and, finally, producing a stereo mix. The tasks may involve adding and editing MIDI data, and may involve vocal track(s). ? The final mix will consist of four tracks totalling, approximately, one minute of music. Some of the material on the audio CD may take the form of separate sections or samples which will have to be assembled into a complete track. ? The first track will consist of a melody which may be original, a popular song or jazz standard, folk tune or film/TV theme. ? The second will consist of backing chords for keyboard(s), guitar(s), wind or string instruments. ? The third will consist of a bass line. ? The fourth will be a drum and/or percussion part.
The examination paper has two sections, A and B, and will be structured as follows.
Section A - 75 marks. Questions 1–4 will test students’ musical understanding, their ability to manipulate and correct recorded music and their ability to write commentaries on technological processes. Section B - 25 marks. Question 5 will be a practical task involving the production of a balanced stereo mix.