Exploring Music
This element introduces learners to the fundamental aspects of music through auditory appreciation, hands-on exploration of instruments, and collaborative performance. It develops the skills to recognize, name, and produce sounds from a range of instruments, as well as the social and listening skills required to play in time with others, building a foundation for further performing arts study.
Assessment criteria
Quick Revision Summary (Key Takeaway)
The Open Awards Entry Level Award in Performing Arts (Entry 2) (RQF) introduces students to fundamental dance and performance skills, including movement, rhythm, and expression. This vocationally-related qualification focuses on building confidence and foundational techniques through practical exploration and performance.
Topic Overview
The Open Awards Entry Level Award in Performing Arts (Entry 2) is a foundational qualification designed to introduce students to the world of dance and performance. It focuses on developing basic skills in movement, rhythm, and expression, while also building confidence and teamwork. This qualification is ideal for students who are new to performing arts and want to explore their creativity in a structured way.
The course covers key areas such as exploring movement, responding to stimuli, and performing short sequences. Students learn to use their bodies expressively, work with others, and reflect on their own work. The assessment is practical, with students demonstrating their skills through performances and simple written or verbal evaluations. This qualification provides a stepping stone to further study in dance and performing arts, such as Entry Level 3 or Level 1 qualifications.
In the wider context, this award helps students develop transferable skills like communication, creativity, and self-discipline. It also encourages an appreciation of dance as an art form and a means of personal expression. By the end of the course, students should be able to perform simple movement sequences with confidence and understanding.
Key Concepts
Core ideas you must understand for this topic
- →Basic dance movements: travelling (walking, running, skipping), turning (spinning, pivoting), jumping (hop, leap), and stillness.
- →Use of space: directions (forward, backward, sideways), levels (high, medium, low), and pathways (straight, curved).
- →Rhythm and timing: moving in time with music or a beat, using counts (e.g., 8 counts).
- →Expression and communication: using facial expressions, gestures, and body language to convey a mood or story.
- →Performance skills: awareness of the audience, projection, and confidence.
Learning Objectives
What you need to know and understand
- Be able to appreciate music.Be able to identify and play musical instruments.Play a musical instrument with others
- Be able to identify different music styles.Be able to identify different musical instruments.Be able to identify musical notes on a major scale.Be able to demonstrate playing a simple tune on an instrument.Be able to contribute to a group performance.Be able to reflect on performance
- Be able to identify different music styles.Be able to identify different musical instruments.Be able to identify musical notes on a major scale.Be able to demonstrate playing a simple tune on an instrument.Be able to contribute to a group performance.Be able to reflect on performance
- Be able to appreciate music.Be able to identify a musical instrument.Play a musical instrument with others.
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating appreciation by verbally or non-verbally expressing preferences for different pieces of music, describing basic elements such as fast/slow or loud/soft.
- Award credit for accurately identifying at least two musical instruments by name and producing a simple, controlled sound or rhythm on each, using appropriate technique (e.g., holding drumsticks correctly, blowing a recorder).
- Award credit for playing a simple part in a group performance, maintaining a steady pulse, responding to simple cues (start/stop), and showing awareness of others (e.g., not overpowering, turn-taking).
- Award credit for accurately identifying at least three distinct music styles with associated features (e.g., tempo, rhythm, cultural origin).
- Expect learners to correctly name and visually recognise a minimum of five different musical instruments from varied families (percussion, strings, wind, etc.).
- Look for clear demonstration of reading and playing at least five consecutive notes from a major scale on a chosen instrument with correct pitch and timing.
- Assess group performance evidence for active contribution, such as maintaining rhythm, responding to cues, or supporting peers, not just individual proficiency.
- Reflection should include specific examples of what went well, challenges faced, and one actionable improvement goal for future performances.
- Award credit when the learner accurately names at least two contrasting music styles (e.g., classical, pop) from audio or visual examples.
- Award credit for correctly identifying the names of three or more musical instruments by sight or sound, such as distinguishing a piano from a guitar.
- Award credit for correctly labelling the notes of a C major scale on a simplified staff or keyboard diagram, with accurate letter names.
- Award credit when the learner plays a simple tune (e.g., 'Hot Cross Buns' or equivalent) with reasonable pitch and rhythm on a chosen instrument.
- Award credit for active participation in a group performance, demonstrated by maintaining a steady pulse and playing or singing in time with others.
- Award credit for providing a basic reflection that includes at least one specific strength and one concrete area for improvement in their own performance.
- Award credit for demonstrating active listening and a positive response to a variety of musical genres (e.g., clapping, moving, or expressing enjoyment).
- Expect accurate identification of at least two musical instruments from a selection, using either verbal naming or non-verbal indication (pointing, matching picture cards).
- Look for evidence of the learner contributing to a group performance by playing an untuned percussion instrument in time with a simple beat, maintaining engagement for a short duration.
Assessment Guidance
Guidance for achieving higher grades
- 💡Build a portfolio of evidence with annotated video clips: show yourself listening to music and pointing out features, then demonstrate each instrument clearly with close-up shots of technique.
- 💡When practising with others, agree on a simple non-verbal signal for starting and stopping; record rehearsals to review timing and balance.
- 💡For the identification task, create a chart matching instrument pictures to names and sounds, and practice regularly with a peer or tutor to reinforce recognition.
- 💡When identifying music styles, reference at least one musical characteristic (e.g., swing rhythm for jazz) to show deeper understanding; use listening logs to practice.
- 💡For instruments, create flashcards with images and sound samples, and practise naming them quickly during mock assessments to build confidence.
- 💡Before recording your simple tune, mark the notes on the scale and rehearse slowly, focusing on even tempo and clear articulation to ensure assessors can easily recognise the melody.
- 💡In group performances, discuss roles and rehearse together multiple times; film your rehearsals to review interpersonal dynamics and timing, ensuring everyone’s contribution is visible.
- 💡Structure your written or verbal reflection using a framework like 'What? So What? Now What?' to provide substantive, criterion-referenced commentary that meets vocational evidence standards.
- 💡Practise identifying music styles by listening for tempo, instruments, and vocal styles—use online quizzes with short audio clips.
- 💡Create flashcards of instrument images and names to build quick recall before the assessment.
- 💡Memorise note positions using acronyms: 'Every Good Bird Deserves Fruit' for treble clef lines, and visualise the keyboard layout.
- 💡Record your playing to self-check rhythm accuracy and finger placement, then correct errors before the assessment performance.
- 💡In group work, agree on a count-in and maintain eye contact to stay synchronised—regular rehearsal with a metronome helps.
- 💡Structure written reflections with 'What went well?' and 'Even better if...' to ensure you include both strengths and areas for development.
- 💡Practice identifying instruments using audio and visual prompts regularly to build confidence in recognition tasks before assessment.
- 💡When playing with others, focus on listening to the group and attempting to match the tempo, even if at a simple level; assessors value sustained effort over technical perfection.
- 💡Demonstrate appreciation by describing how a piece of music makes you feel or by moving rhythmically; verbal or non-verbal responses are equally valid.
- 💡Always warm up before practical assessments to prevent injury and to help you perform at your best.
- 💡When describing your work, use the correct vocabulary (e.g., 'travelling', 'levels', 'gesture') to show your knowledge.
- 💡In group performances, make sure you are aware of others and work together to create a cohesive piece.
Common Mistakes
Common errors to avoid in your coursework
- Confusing instrument families (e.g., calling a ukulele a guitar) or mispronouncing instrument names due to limited listening and observation.
- Producing weak or uncontrolled sounds on instruments because of poor posture, incorrect grip, or inadequate breath support, leading to frustration.
- In group playing, focusing solely on their own part without listening to the group, resulting in rushing, dragging, or starting at the wrong time.
- Confusing music styles with superficially similar genres, such as mistaking blues for jazz due to shared instruments, without noting rhythmic or structural differences.
- Misidentifying instruments by appearance or sound, e.g., labelling a viola as a violin or a clarinet as an oboe, especially when only given pictures or brief audio clips.
- Playing notes on a major scale out of sequence or with incorrect fingering, leading to a disorganised melody that cannot be recognised as the intended tune.
- In group performances, either dominating without blending or remaining passive, thus failing to demonstrate collaborative interplay crucial for ensemble work.
- Providing vague or generic reflection statements like 'it was good' or 'I enjoyed it' without concrete self-assessment or evidence of learning from the experience.
- Confusing music styles that share similar instrumentation or tempo, such as identifying rock music as pop.
- Misnaming orchestral instruments: for example, calling a saxophone a trumpet, or a cello a violin.
- Mislabelling notes by placing them on the wrong staff line or space, or confusing sharps and flats.
- Losing the rhythm and playing notes at inconsistent speeds when attempting a simple tune.
- In group performances, students often rush ahead or lag behind the beat, failing to listen to the ensemble.
- Writing descriptive accounts of performance activities without evaluating personal contribution or identifying specific improvements.
- Mistaking a similar-looking instrument (e.g., violin for guitar) without considering the sound or playing method.
- Struggling to maintain a steady rhythm when playing with others, often speeding up or playing randomly instead of listening to the group.
- Remaining a passive spectator rather than actively engaging in music-making, assuming observation equates to participation.
- Misconception: Dance is only about copying steps. Correction: Dance is about expressing ideas and emotions through movement; you need to think about the meaning behind the steps.
- Misconception: You have to be flexible or have a 'dancer's body' to do well. Correction: This qualification is about effort, creativity, and understanding, not natural ability. Everyone can succeed with practice.
- Misconception: Performance is just about the dance moves. Correction: Performance also includes facial expressions, eye contact, and energy. These are all assessed.
Revision Plan
How to revise this topic in 1–2 weeks
- 1Week 1: Focus on learning basic movement vocabulary and exploring different ways to travel, turn, and jump. Practice simple sequences and record yourself to review.
- 2Week 2: Work on responding to a stimulus (e.g., a piece of music or a picture) and creating a short movement phrase. Rehearse and perform it for feedback.
- 3Week 3: Develop performance skills by adding facial expressions and gestures. Practice performing in front of others and giving constructive feedback.
- 4Week 4: Review all learned skills, practice past assessment tasks, and prepare for the final practical assessment.
Exam Question Types
How this topic typically appears in the exam
- 📋Practical performance: You will be asked to perform a short sequence or improvisation based on a theme. Practice performing with confidence and expression.
- 📋Verbal or written evaluation: You may be asked to describe what you did and why. Use correct terminology and explain your choices.
- 📋Group work: You may be assessed on your ability to work with others. Show good communication and cooperation.
Command Word Expectations (OPEN AWARDS)
What examiners look for when using specific command words in this specification
Give a detailed account of what you did or what happened. Include specific movements, use of space, and timing. For example, 'I travelled diagonally across the space using three leaps, then performed a slow turn.'
Give reasons for your choices or actions. For example, 'I used sharp, fast movements to show anger because the music had a fast, staccato rhythm.'
Show your dance or movement sequence to an audience. You will be marked on accuracy, expression, and confidence.
How Students Lose Marks (Examiner Pitfalls)
Common mark loss traps and how to write 100% full-mark answers
Step-by-Step Worked Solutions
Detailed solution breakdown for typical exam problems
Question: You are asked to create a short movement sequence (8 counts) that shows a contrast between fast and slow movements. Describe your sequence and explain how you would perform it to show the contrast clearly.
- 1.Step 1: Identify the requirement: create an 8-count sequence with fast and slow movements.
- 2.Step 2: Choose two fast movements (e.g., jumps, turns) and two slow movements (e.g., stretches, balances).
- 3.Step 3: Plan the sequence: e.g., counts 1-2 fast: two jumps; counts 3-4 slow: a deep lunge; counts 5-6 fast: a spin; counts 7-8 slow: a controlled balance.
- 4.Step 4: Explain how to perform: use sharp, energetic movements for fast parts and smooth, sustained movements for slow parts. Use your breath to help with timing.
Question: In a group performance, you are given the theme 'The Seasons'. Describe how you would use movement to represent 'Winter' and 'Spring' in a short solo section.
- 1.Step 1: Identify the theme: Winter and Spring.
- 2.Step 2: Think of movement qualities: Winter – cold, slow, sharp, contracted; Spring – light, flowing, growing, expansive.
- 3.Step 3: Plan movements: Winter – shiver, curl up, slow steps, sharp arm movements; Spring – stretch upwards, leap, open arms, run lightly.
- 4.Step 4: Explain how to show the change: use a pause or change in music to switch from Winter to Spring, and change your body language and facial expression.
Active Recall Memory Test
Test your memory before revealing the key facts
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for OPEN AWARDS Exploring Music
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •No formal prerequisites are required for this Entry Level qualification, but a basic understanding of following instructions and working in a group is helpful.
- •Some experience of moving to music or participating in school performances can be beneficial, but not essential.
Coursework AI Review
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Key Terminology
Essential terms to know
- Be able to appreciate music.Be able to identify and play musical instruments.Play a musical instrument with others
- Be able to identify different music styles.Be able to identify different musical instruments.Be able to identify musical notes on a major scale.Be able to demonstrate playing a simple tune on an instrument.Be able to contribute to a group performance.Be able to reflect on performance
- Be able to identify different music styles.Be able to identify different musical instruments.Be able to identify musical notes on a major scale.Be able to demonstrate playing a simple tune on an instrument.Be able to contribute to a group performance.Be able to reflect on performance
- Be able to appreciate music.Be able to identify a musical instrument.Play a musical instrument with others.
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