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Performing A

Performing Arts
Assessment Task
Student
Year
Name:
Level:
Topi History of Blues
Task Type:
c:
Assignment
Strands
Making
Addressed:
Content
Descriptors
10.1
10.2
10.3
Addressed:
Capabilities
PSC
CCT
ICT
Addressed:
Cross-curriculum
SUST
Priorities Addressed:
Achievement
AS1 AS2
AS3
Standards Assessed:

ACARA
Teach
er:

T Madigan

Research
Responding
10.4

10.5

LIT

10.6

ICU

NUM

ATSIHC
AS4

AS5

AAEA
AS6

TASK DESCRIPTION:
Research two famous blues genres and present a
multimodal comparison of these genres of between
5-8 minutes.

DUR DATE week 9 Tuesday and Thursday

ASSESSMENT CONDITIONS:
A multimodal presentation (maximum 8 minutes, minimum 6 minutes) to the class

TASK PROCESS:

10.7
EU

Students will compare 2 Blues styles in a multimodal presentation. Points to cover in the
presentation include:
History of each style
Main characteristics of each style
Main songwriters and songs of each style (including You Tube clips or mp3s)
Any social themes derived from the lyric e.g.: faith, poverty, work, freedom
A conclusion that describes the similarities and differences of the 2 styles

RESPONDING
AS1 Students analyse
different scores and
performances aurally and
visually.

An insightful, focused, and wellinformed approach to analysis


of ideas about music
A detailed and sophisticated
evaluation and insightful
recognition of context

AS2They evaluate the use of


elements of music and defining
characteristics from different
musical styles.

An insightful, focused, and wellinformed understanding of relevant


social, cultural, and historical
contexts
Comprehensive knowledge,
understanding and recognition of
elements of music
In-depth research into, and analysis
and interpretation of, historical and
contemporary

AS3 They use their


understanding of music making
in different cultures, times and
places to inform and shape
their interpretations,
performances and
compositions.

An insight full, well informed


understanding of music making in
different cultures, places and time
periods evident within their
technique, and performance of
repertoire and compositions

using a variety of sources.

A well-considered and informed


approach to analysis of, and
evaluation of ideas about music
A well-considered approach to
evaluation and a well-informed
recognition of context

Some consideration in planning


and approaching an informed
approach to analysis of, and
evaluation of ideas about music
A considered approach to
evaluation and informed
recognition of context

Recognition and use of some


elements of analysis of that are
principally descriptive with
developing skills in and
evaluation of ideas about music

Well-informed understanding of
relevant social, cultural, and
historical contexts
Clear knowledge, well informed
understanding and recognition of
elements of music
Thorough research into, and analysis
and interpretation of, historical and
contemporary music works, practice,
and issues in context, using several
different sources.
Consideration and some of
understanding of relevant social,
cultural, and historical contexts
Appropriate knowledge,
understanding and recognition of
elements of music
Competent research into, and
analysis and interpretation of,
historical and contemporary music
works, practice, and issues in
context, using different sources.
Some consideration of one or more
relevant social, cultural, and
historical contexts
Awareness of some basic core
concepts of the elements of music

A well informed understanding of


music making in different
cultures, places and time periods
evident within their technique,
and performance of repertoire and
compositions

Consideration and some


understanding of music making
in different cultures, places and
time periods evident within their
technique, and performance of
repertoire and compositions

Some consideration and


understanding of music making in
different cultures, places and time
periods evident within their
technique, and performance of
repertoire and compositions

A developing approach to
evaluation using mostly
description; some awareness of
context

Attempted description of one or


more musical ideas
Some basic description of the
process; limited awareness of
the context

Some research into, and description


of, one or more historical and
contemporary music works,
practices, or issues, using more than
one source.
Limited consideration of any relevant
social, cultural, and historical
contexts
Limited reference to one or more
basic core concepts of the elements
of music
Attempted search for information on
historical or contemporary issues or
practice, using at least one source.

Limited consideration and


understanding of music making in
different cultures, places and time
periods evident within their
technique, and performance of
repertoire and compositions