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Post by princessmoose on Jul 22, 2006 9:35:50 GMT
Most of you might know that Edexcel were going to drop Music A-level and Music Tech. It now seems that because they're under pressure from protesting teachers they are now offering a new 4 module Music Tech course and are revamping the 6 module Music course.
At least some people listen to suggestions.
I have a few contacts, and Edexcel I think would be grateful of suggestions on how to improve their syllabus. Other than totally change their mark scheme for performances, is there anything else people would like to see?
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Post by Steve Hopwood on Jul 22, 2006 11:28:59 GMT
I read that all exam boards have been\will be instructed to reduce their modules to 4, in all 'A' level subjects, although I am hazy about the details. The idea is to encourage a deeper study of fewer areas rather than the shallow study of a broad spectrum. The only aspect of the syllabus I am definite about wanting is a study of classical harmony, as this informs analysis, performance and composition. The feature I most want from any exam board is flexibility, so that candidates are able to develop their strengths and not be forced to study in depth areas in which they are weak. Steve
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Post by hoxie on Jul 24, 2006 17:12:42 GMT
To sort out their mark schemes so that it's actually possible to teach us enough Bach harmony to get decent marks in the time we have - our teacher got mega-mega-stressed over the lack of time and the amount to cover before the techniques paper was due in. And maybe get the GCSE to actually lead into the A level more - I have loved both courses but the amount of theory needed was a bit of a shock after GCSE had been mainly background info about the styles.
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Post by neilclarinet on Aug 24, 2006 13:11:28 GMT
Having not experienced Edexcel music from the inside I can't really comment on what can be improved, but there are certain things I can tell from hearing others experiences. One thing I've always been amazed by is the A2 recital, where many people who are distinction grade 8 get Cs, Ds, or even fail the recital. Even people who have passed dipABRSM might get B or lower. Sounds strange enough, then you consider their set standard is grade SIX. Am I the only one confused?
I agree with studying things deeply, rather than shallow study of many different things. Flexibility is useful, but I don't thing there should be TOO much choice at this stage. Maybe geive a choice of performance and composing (which seems the case anayway), or maybe university style history/musicology, with and core theory exams like ABRSM grade 6-8. Theory definitely lacked in my advanced school music. And at risk of sounding controversial I would like to see exam style aural tests included (let's leave the debate of how they be structured).
Then again, I never did A level music with any board so I don't know the best way for Edexcel specifically.
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Post by princessmoose on Aug 24, 2006 16:10:46 GMT
One thing I've always been amazed by is the A2 recital, where many people who are distinction grade 8 get Cs, Ds, or even fail the recital. Even people who have passed dipABRSM might get B or lower. Sounds strange enough, then you consider their set standard is grade SIX. Am I the only one confused? Most people are confused what that. It's utterly ridiculous. I've known very good performers get slightly lower marks than expected with all exam boards so I guess the jump/level of performance is perhaps more than people think it is but it's still stupid to have such high standard musicians fail the recital. I wouldn't, no surprises there .
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Post by hoxie on Aug 27, 2006 9:35:55 GMT
One thing I've always been amazed by is the A2 recital, where many people who are distinction grade 8 get Cs, Ds, or even fail the recital. Even people who have passed dipABRSM might get B or lower. Sounds strange enough, then you consider their set standard is grade SIX. Am I the only one confused? and core theory exams like ABRSM grade 6-8. way for Edexcel Ahh! I'm doing the recital next year *panics* I'm enjoying finding pieces to do, but by the time we get to the actual thing I'm gonna be mega stressed out. I think it would be quite nice if ABRSM/Trinity etc exams could count as part of the course, for example if a practical exam could count for part of the solo performance providing the other performance was done in front of an audience, or you could get a certain number of marks for doing higher grade theory exams etc. And if they could mark more to the standard of the ABRSM exams - like neil said the marking for performance seems a bit wacky! we had someone the year above who had just got a very high distinction for grade 8 and I think he's going to RAM as well, but played one of his exam pieces (just after his exam too - so not as if he'd forgotten them) and got loads of marks knocked off. one of our teachers heard that you shouldn't play grade 8 pieces, if you play grade 7 stuff they're more likely to mark you fairly, even if you can play the grade 8 pieces just as well (or better)...stupid exams!
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Post by jod on Aug 27, 2006 15:46:16 GMT
When I did A level music, my ABRSM grades did count... personally I'd have rather have done the recital. The ability to do some analysis for musicological purposes, some historical research work, do old style harmony and counterpoint are all areas I would want in an A level in music these days...not too dissimilar to what I did. Aural awareness is important even if traditional aural dictation is not necessarily the best way to assess it. A course that allows people the option to compose is also useful. I thinks four modules is too little, and that 6 is much better. This allows flexibility without the need to cut back on core areas. It would be nice to have scope to do modules in ethnicomusicology, popular music, jazz and improvisation, a specialist history module, and music technology.. But I think the four core modules should be History of Western music 1500-present day, Harmony and Counterpoint, Performance and Aural Awareness. Like it or not, the only realisitic way in assessing Perfomance is examined recital. If people are studying music A level they need to be familiar with public performance.
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Post by hoxie on Aug 31, 2006 9:33:39 GMT
But I think the four core modules should be History of Western music 1500-present day, Harmony and Counterpoint, Performance and Aural Awareness. Like it or not, the only realisitic way in assessing Perfomance is examined recital. If people are studying music A level they need to be familiar with public performance. You should so be running Edexcel! I can't remember what ours curently are - AS was a solo performance (5-6mins), other performances (ensemble and solo), composition, compositional techniques (we did Bach Chorales and Baroque (? I think) Counterpoint), Listening test and a paper based on the anthology. It's ok I suppose but it would be nice to have a bit more choice for areas of study etc - maybe a project in a style of music or something? for example an essay and performance/composition of that style/period. Sorry, I wasn't really thinking through what I said about practical exams - of course it's completely different playing in front of one examiner as opposed to an audience, but it would be nice if they could stick a bit more to the marking and grade standards of the exam boards - I've heard several 'horror stories' of the ABRSM and the Edexcel marking being completely different - which fair enough, they're two separate exam boards, but if Edexcel are going to mark their difficulty bands by using ABRSM markers then surely there should be some similarity between the two? Personally, I'd like to see a bit more of the music theory style papers in the exam - sure, we've done figured bass, but some of the other stuff I haven't done and sort of wish I had Like composition without using a keyboard ;D
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Post by princessmoose on Aug 31, 2006 9:42:44 GMT
Thing is, we have music theory exams for that purpose, so really it doesn't have to be included in the A-level. Most students that are serious about music will learn theory anyway, whether they do A-level or not, so if you wanted to do more composing without a keyboard, just do more theory exam papers.
I don't think ABRSM exams should count as part of the course either, they're separate and should stay that way. They count for UCAS points as it is and I think that's enough. Practical and theory exams are a nice addition to music study, but are not, in my opinion, a must to study A-level. That then discounts some musicians who, for example, don't play a classical instrument and haven't done exams, it's then unfair on those, to either lose marks because they've not done an exam, or be forced to prepare for an exam they really don't want to do.
As I've said, the marking of performances does need to be looked at seriously, whether that it means marking more towards the way of ABRSM I don't know. The marking of other exam boards are different, and then what about students who are used to Trinity, or LCM. I don't know the marking schemes well enough to compare off the top of my head, but if Edexcel were to mark by the AB system, what do candidates do if they're not used to that system?
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Post by jod on Aug 31, 2006 13:05:52 GMT
I attended a Trinity Seminar on their new mark scheme for practical exams. I must say I like it its is very transparent. Obviously I would like to see it in practice, but I thinks its aims aare commendable and if I was working as a MusicS ubject Officer, I would be very interested in building something similar in I disagreeessment of performances.
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Post by princessmoose on Aug 31, 2006 13:07:23 GMT
I've printed off the Trinity Guildhall Mark Scheme and loads of info from the net, looks good so far, need to look at it in more detail though.
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Post by hoxie on Aug 31, 2006 13:50:48 GMT
I don't think ABRSM exams should count as part of the course either, they're separate and should stay that way. They count for UCAS points as it is and I think that's enough. Practical and theory exams are a nice addition to music study, but are not, in my opinion, a must to study A-level. That then discounts some musicians who, for example, don't play a classical instrument and haven't done exams, it's then unfair on those, to either lose marks because they've not done an exam, or be forced to prepare for an exam they really don't want to do. I don't know the marking schemes well enough to compare off the top of my head, but if Edexcel were to mark by the AB system, what do candidates do if they're not used to that system? Forget the first thing, I was in a bit of a weird mood and didn't really make the point very clearly anyway so just forget I said it. I don't mean that they use the AB system exactly, just that if they are using AB markers for their difficulty boundaries, then a performance that would get a grade 8 distinction with AB surely deserves a pretty high mark with Edexcel, but I have heard stories of this not happening and grade 8 players being marked down for a note-perfect, interpretative performance by Edexcel, with apparently no reason. I know they're different exam boards, different circumstances and that they're both entitled to want different things but edexcel are using AB/LCM/Trinity etc markers and I think that if they do that then the marking standards should also bear resemblence to the marking of the music exam boards.
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Post by princessmoose on Aug 31, 2006 14:18:26 GMT
I see what you mean. I think perhaps that it would be a good idea considering the majority of A-level Music students will probably have done some sort of outside practical exam, AB or otherwise. Do Edexcel publish a performance marking scheme that is available to view? Why, I'm bothering with this I have no idea, I use AQA .
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Post by hoxie on Sept 1, 2006 17:07:36 GMT
They have a difficulty level booklet - not exactly marking, just gives the standard of the more common pieces they think will be chosen : www.edexcel.org.uk/VirtualContent/48910/web_version.pdfI haven't found a performance marking scheme on the website yet (haven't had chance to go through all the PDFs) but I'll post a link if I find one. I presume there must be one, as teachers must have some sort of indication of how they should mark the performances, but being as though the markschemes are password protected I can't see the performance guidlines being that widely avaliable either :s
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Post by princessmoose on Sept 1, 2006 17:10:37 GMT
They probably don't have a mark scheme for performances and that's why the marks are never correct . I've actually seen that link before, but again, it's useless because it's the marking that's the issue not the pieces. Just guess a few passwords, it's probably Edexcel, music, or performing, or markscheme or something .
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