Student Name:

Project:

Criterion A: Use And Development Of

Ideas

Criterion B: Exploitation of the

medium
Demonstrates excellent and
effective selection and handling of
resources and medium, exploiting
their potential to the full.

There is a good use of the

medium and resources.

Makes imaginative use of ideas and

conventions in accordance with the
chosen Area of Study.
Makes good use of standard conventions
in accordance with the chosen Area of
Study and ideas are developed
Makes some use of standard conventions
in accordance with the chosen Area of
Study.

Makes an adequate attempt to develop the

musical ideas in accordance with the
chosen Area of Study.
2
Makes only a minimum attempt at
realising and developing ideas in
1
accordance with the chosen Area of Study.
No evidence of any development of ideas
in accordance with the chosen Area of
0
Study.
Teacher Mark
N/A

There is a satisfactory realisation

of the resources and medium.
The resources are used in a
functional manner although there
may be an adequate exploitation
of the potential of the medium.

Date:
Criterion C: Structure and form

The overall structure has a sense of proportion and

development with a good use of structural devices.
The structure is simple and clear, making use of
appropriate structural devices revealing a
recognisable form.

There is an attempt to use and control structural

devices most of the time. A sense of proportion and
development may be compromised by brevity.

There is a limited attempt to use

the resources and medium.
1
No real evidence of any
understanding of the medium and
0
resources.
Teacher Mark
N/A

Final Mark
0out of 30

Feedback:

The overall structure and form is interesting and

shows imaginative use of structural devices.

There is minimal use of structural devices resulting in

a confused structure.
No sense of any form or structure evident.
Teacher Mark

Criterion D: Melody
The melody lines display style and
character.
Melody lines are well constructed.
The melody lines have some sense of
shape.
The melody lines are functional and lack
real shape.
Melody lines are limited
Melody parts are random and meandering
or incoherent.
Teacher Mark
N/A

5
4
3
2
1
0

Criterion G: Tempo/rhythm
Exciting, well chosen and showing some
originality
A good choice of tempo and the use of
interesting rhythms.

5
4

Appropriate choice of tempo/rhythm.

Functional rhythms with little variety.

A limited awareness of rhythm/tempo.

Rhythms are random/inappropriate tempo.

0
Teacher Mark
N/A

Criterion E:
Harmony/accompaniment
An extended range of chords/an
5
effective accompaniment.
Good harmonic repertoire/a good
accompaniment style.
4
Simple, but appropriate
harmony/accompaniment style.
3
with some possible
misjudgements.
2
Limited harmonic awareness.
1
No understanding of harmony
0
and/or accompaniment.
Teacher Mark
N/A
Criterion H: Dynamic contrasts
appropriate, the dynamics
significantly enhance the
5
composition.
Dynamics are used to good effect
4
throughout the composition.
Dynamics are used to provide
some contrasts in the music.
3
Dynamics are used but are only
sometimes appropriate.
2
Limited use of dynamics, though
mainly inappropriate.
1
No dynamics given, or if given,
0
they are inappropriate.
Teacher Mark
N/A

Criterion F: Texture
Sensitive awareness of textural matters, exploiting
texture to good effect.
Shows a clear awareness of texture.
The texture is generally appropriate.
Displays an adequate awareness of texture, with
some possible misjudgements.
Displays only a limited awareness of texture.
No evidence of textural awareness.
Teacher Mark
Criterion I: Use of technology
Confident and imaginative handling of technological
resources and processes.
Good use of technology evident throughout the
composition.
Competent use of technology with few misjudgements.
Technology used in a functional manner with evidence
of misjudgements.
Limited use of technology with significant
misjudgements throughout.
Very poor and ineffective use of technology which is
detrimental to the piece as a whole.
Teacher Mark

5
4
3

2
1
0
N/A

5
4
3
2
1
0
N/A

5
4
3
2
1
0
N/A

A
B
C
D
E
F
G
H
I

N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A
N/A