What should I focus on for Pearson A-Level Music?

Practise regularly with a focus on difficult sections.

What should I focus on for Pearson A-Level Music? (2)

Record performances to self-evaluate.

What should I focus on for Pearson A-Level Music? (3)

Communicate with ensemble members during rehearsals.

What should I focus on for Pearson A-Level Music? (4)

Practice annotating scores during listening to map structural events.

What should I focus on for Pearson A-Level Music? (5)

Use bullet points in your answers to clearly list formal features, ensuring all relevant elements are covered.

What are common mistakes in Pearson A-Level Music?

Lack of preparation leading to memory slips.

What are common mistakes in Pearson A-Level Music? (2)

Poor ensemble coordination or balance.

What are common mistakes in Pearson A-Level Music? (3)

Ignoring dynamic and phrasing markings.

Music

Pearson

A-Level

Specification: 601/7928/4

This subject will help you develop key knowledge and skills required for exam success.

Topics

Objectives

Exam Tips

Pitfalls

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Key Features

Master key concepts
Develop exam technique
Apply knowledge effectively

Assessment Objectives

AO1

30%-35%

Interpret musical ideas through performing, with technical and expressive control and an understanding of style and context

AO2

30%-35%

Create and develop musical ideas with technical and expressive control and coherence

AO3

30%-35%

Demonstrate and apply knowledge and understanding of music technology

AO4

15%-20%

Use analytical and appraising skills to make evaluative and critical judgements about the use of music technology

What Gets Top Grades

A*/Grade 9

Knowledge & Understanding

Demonstrates comprehensive and accurate knowledge

Uses correct subject-specific terminology
Shows detailed understanding of concepts
Makes accurate connections between topics
Demonstrates depth beyond surface-level knowledge

Application

Applies knowledge effectively to new contexts

Selects relevant knowledge for the question
Adapts understanding to unfamiliar scenarios
Uses examples appropriately
Shows awareness of context

Analysis & Evaluation

Develops sophisticated analytical arguments

Constructs logical chains of reasoning
Considers multiple perspectives
Weighs evidence to reach justified conclusions
Acknowledges limitations and nuances

Key Command Words

Pearson

State

1 mark

Give a single fact or term

Identify

1 mark

Name, select, or recognise

Outline

2 marks

Set out main features briefly

Describe

2-4 marks

Give an account of what something is like or what happens

Explain

3-6 marks

Give reasons with developed cause→effect chains

Compare

2-4 marks

State similarities AND differences (both required)

Analyse

6-9 marks

Examine in detail showing cause→effect→consequence chains

Evaluate

6-12 marks

Weigh up BOTH sides, reach JUSTIFIED conclusion

Assess

6-12 marks

Make judgments about importance with justification

Calculate

2-4 marks

Show formula→substitution→calculation→answer with units

Common Exam Mistakes

Pitfalls to avoid in your exams

•Lack of preparation leading to memory slips.
•Poor ensemble coordination or balance.
•Ignoring dynamic and phrasing markings.
•Confusing sonata form with ternary form, neglecting the tonal distinction between exposition and recapitulation.
•Misidentifying modulation keys due to insufficient harmonic analysis.
•Overlooking structural nuances such as the introduction or coda.
•Describing musical features without linking them to formal function.
•Ignoring key elements of the brief.

Top Examiner Tips

Expert advice for exam success

•Practise regularly with a focus on difficult sections.
•Record performances to self-evaluate.
•Communicate with ensemble members during rehearsals.
•Practice annotating scores during listening to map structural events.
•Use bullet points in your answers to clearly list formal features, ensuring all relevant elements are covered.
•Be specific with key areas: state whether it's relative major, dominant, etc., rather than just 'another key'.
•When comparing forms, create a table in your mind to contrast features systematically.
•Analyse the brief thoroughly before starting.

Specification Topics

4 topics

Performing

This unit involves performing a programme of music as a soloist and/or as part of an ensemble, demonstrating technical control, expression, and interpretation. Learners develop performance skills and musicality.

Solo and/or ensemble performance

0 objectives3 tips3 pitfalls

E2E stub topic

This subtopic delves into the analysis of musical forms prevalent in the Classical era, including sonata form, minuet and trio, rondo, and theme and variations. Students learn to identify structural features, key relationships, and developmental techniques through score study and listening. Mastery of this area enhances performance interpretation and compositional skills.

E2E stub subtopic

0 objectives4 tips4 pitfalls

Composing

Brief-based composition requires responding to a given brief or stimulus to create music that meets specific requirements. Learners must demonstrate creativity, technical skill, and adherence to the brief's constraints.

Brief-based composition, Composition techniques and processes

0 objectives6 tips6 pitfalls2 subtopics

Appraising

Appraising instrumental music involves analysing musical features and contextual influences. Learners evaluate pieces from the Western classical tradition, identifying elements like melody, harmony, and structure. Critical listening and use of musical terminology are key.

Instrumental Music, Fusions, Popular Music and Jazz +3 more

0 objectives18 tips18 pitfalls6 subtopics

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