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Pieces

Musical performance involves a unique synthesis of skills and abilities and the marking schemereflects this to give candidates (and teachers) an effective and useful feedback package, whichwill inform and assist their further development.

Examiners will look separately at

o The accurate realisation of notation and written directions, sustained at an

appropriate tempo.

o Physical control of the instrument, intonation, quality of tone and other technical

factors appropriate to the discipline

o The ability to convey musical intent to the listener with commitment and a sense ofperformance.

In all cases, expectations will be appropriate to the NQF level at which the examination is set.

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Fluent, accurate and even with a strong technical facilityHigh quality of tone and secure intonationKeen attention to details of dynamics, articulation and phrasingPrompt responses

t Technically secure with occasional errors under stressQuality of tone and intonation mostly reliableGood standard of dynamics, articulation and phrasingGenerally prompt responses

Mostly fluent but some unevenness of technique and/or tempi apparentSome degree of variance in quality of tone and intonationInconsistency in dynamics, articulation and phrasingHesitant and uncertain responses, occasional restarts

Limited knowledge of the work set with frequent errors in notes and techniquePoor tone quality and intonationInattention to dynamics, articulation, phrasingFrequent restarts and/or mistakes in tonality

No sense of fluencyFurther work needed to build on all areas of existing techniqueLacking awareness of control of dynamics, articulation and phrasingMost examples containing serious flaws; evident guesswork

Fully correct in notes and tonalityFluent and persuasive with assured and appropriate continuityMusically persuasive, alert to details of phrasing, articulation and dynamics

Generally accurate in notes and tonalityMostly consistent pulse and appropriate tempoSome details of phrasing, articulation and dynamics

Note values and pitches substantially correct with general awareness of tonalityAdequate continuity of pulse with occasional errors and/or hesitationsLittle attention to details of musical interpretation

Misreadings and errors in many notes, tonality variable and insecureHesitations, stumbles and/or resumptions, with little sense of pulseNo attention to phrasing, articulation and dynamics

Most pitches and note values incorrect, no sense of tonalityNo basic pulse apparent

Performance abandoned or curtailed

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No errors of substance; musically perceptive and well-informedConvincing rhythmic and harmonic sensePrompt and intuitive responses

Substantially correct; occasional errors or lack of knowledge of detail or substanceSecure rhythmic and harmonic senseReady responses, mostly confident

Generally correct in two-thirds of the responses, basic knowledge and perception of main featuresSustainable awareness of pulse, rhythm and harmonySome caution; self-corrected responses

Frequent errors of knowledge and perception of main features

Unconvincing awareness or pulse, rhythm and harmonyOver cautious and tentative responses

Clear lack of basic knowledgeMany errors in pulse, rhythm and harmonyEvident guesswork

Full understanding of all aspects tested and their contextFully complete and correct answersConfident and prompt responses

Secure understanding of most aspectsGenerally complete and correct answersGenerally confident with occasional confusion

Adequate basic understanding

Correct answers, sometimes limited in scopeSome hesitation and searching before responding

Flaws in basic understanding; general concepts not graspedAnswers incomplete or mostly wrongUncertain responses or prompting

Lack of basic knowledge or understandingConsistently inaccurate answersEvident guesswork or failure to respond

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Well controlled, imaginative and adventurous melodic responsesStrong planning and construction with clear and appropriate harmonic vocabulary and syntaxFull and creative use of instrumental resources, relevant to the grade

A creative approach to melodic responsesAwareness of most harmonic implications, length generally well-plannedGenerally wide use of instrumental resources relevant to the grade

Some attempt at melodic development

Awareness of tonality and basic harmonic procedures, appropriate lengthUse of most basic instrumental resources relevant to the grade

Little melodic development, repetitive and/or hesitantPoor harmonic awareness, little planning, inappropriate lengthRudimentary use of instrumental resources relevant to the grade

Very poor evidence of melodic inventiveness or creativity, rhythmic stimulus not acknowledgedNo harmonic awareness, understanding or planning evidentVery poor and limited use of instrumental resources relevant to the grade