how to write an a level music essay edexcel

A-level Question 5: Unfamiliar Listening & Analysis

Recommended essay structure.

*Discuss each element of the unfamiliar work in turn, beginning with those which you can describe most effectively / those which are most relevant. For example:

1. Use of instruments and technology

3. Tempo Rhythm and Metre

5. Tonality and harmony

6. Structure (if possible)

*For each feature identified in the unfamiliar work:

a) Describe and contextualise

Describe: using musical vocabulary identify/describe the feature relating to the element of music

Contextualise: comment ‘…which is typical/atypical/advanced/conservative for that period/genre/style’

Comment ‘The effect of this is to…’ Describe the effect / composer’s intended effect of this feature on the music.

c) Comparison

Comment ‘This is similar to/different from X (composer & title) composed earlier/later/during the same/Baroque/Classical/Romantic period in which…’. 

*You are encouraged to compare the unfamiliar work both with its related set work with other contrasting set works.

Question 5 Unfamiliar Listening: Advice from Examiners Report 2022

*Whilst no compulsory time-length is given to complete Q5, the examiner recommends that candidates spend at least 70 minutes on Section B, which could be a minimum of 30 minutes on Q5 and 40 minutes on Q6.

*Q5 states, "Relate your discussion to other relevant works which may include set works and other music." It is a requirement of the question to write about examples of other music and this should occur frequently throughout the essay.

*The indicative content mark scheme is large and examiners are not expecting candidates to cover everything on the mark scheme. It would not be possible in the time allowed and candidates would not be able to create a meaningful discussion. Marking takes place using the levels-based mark scheme and never by adding up points.

Successful Essays

The most successful essays:

*Are planned on the first page of Q5, considering each element in turn, for example: Melody, Harmony, Tonality, Structure, Sonority, Texture, Tempo, Metre and Rhythm, Dynamics.

*Use the eight (sic) musical elements as a check list.

*Make observations with use of technical musical vocabulary

*Explain the musical effect of that feature

*Link the musical feature to a specific relevant work (composer, title, movement if applicable) and explain how it is used in the linked piece, showing knowledge of that piece.

*Demonstrate a wide and interesting variety of other relevant works.

*Create a discussion by explaining how each musical feature links to the question and to other works as well as fulfilling the composers’ intentions.

*Organise each element into a paragraph, identifying the most important one or two musical observations to be made about each.

*Recognise that some elements will be of more musical interest than others and discuss those elements in more detail.

Unsuccessful Essays

The least successful essays:

*Approach the essay by giving an account in chronological order

*This often leads to a pattern of repetition or omission of particular musical elements.

*Unnecessarily relate features to timings on the audio track.

Unfamiliar Listening Practice Questions AoS 2, 4 & 6

Question 1: instrumental music for chamber ensemble.

This piece of music for Piano Quintet was composed in the 1860s. Described as ‘at times anguished, at times demonic, at times tragic’, discuss how the elements of music are used by the composer to heighten the expressive qualities of this extract. Relate your discussion to other relevant works. These may include set works, wider listening or other music. (20 marks)

The following extract, unfamiliar listening extract 1, will be played as you answer the question above.

Question 2: Instrumental Music for Orchestra

Discuss how this piece is a characteristic example of symphonic music of the early 19 th century. Give musical reasons for your answer. Relate your discussion to other relevant works. These may include set works, wider listening or other music. (20 marks)

The following extract, unfamiliar listening extract 2 , will be played as you answer the question above.

Question 3 : Popular Music with Hip Hop and Jazz Influences

This song is a collaboration between artists influenced by a range of genres including hip hop and jazz. Discuss the evidence for this, referring to the artists’ use of the elements of music. Relate your discussion to other relevant works. These may include set works, wider listening or other music. (20 marks)

The following extract, unfamiliar listening extract 3 , will be played as you answer the question above.

Question 4 : Popular Music using Early Digital Technology

In this song the artist uses early digital technology to combine synthesised sounds with those created by traditional acoustic and electric instruments. Discuss how the artist’s use of the elements of music is characteristic of experimental popular music of the 1980s. Relate your discussion to other relevant works. These may include set works, wider listening or other music. (20 marks)

The following extract, unfamiliar listening extract 4 , will be played as you answer the question above.

Question 5 : British Popular Music in the 1960s

This song was released in the 1960s at a time when British popular music moved beyond imitating American Rock and Roll to develop its own distinctive sound . Discuss the artists' use of the musical elements in this song, and how they combine to create its distinctive sound. Relate your discussion to other relevant works. These may include set works, wider listening or other music. (20 marks)

The following extract, unfamiliar listening extract 5 , will be played as you answer the question above.

Question 6: 20th Century Experimental Music

The title of this work composed in 1953 is ambiguous, and can be translated both as ‘counterpoint’ and as ‘counter-action’. Describe how the composer uses the musical elements to create music which reacts against earlier styles and traditions. (20 marks)

The following extract, unfamiliar listening extract 6 , will be played as you answer the question above.

Question 7 : 20th Century Orchestral Music

In 1943 the composer of this work introduced his audiences to new and unfamiliar sounds inspired by the folk music of his homeland. Describe how the composer uses the elements of music to compose a piece typical of other 20th Century orchestral works. (20 marks)

The following extract, unfamiliar listening extract 6, will be played as you answer the question above.

Unfamiliar Listening Example Answers

How Edexcel A level Music Unit 3 Appraising questions 5 and 6 are used to supress students' final A level grades nationwide

2022 a level music unit 3 appraising examiners' report.

Tutor Hunt Resources Music History Resources

A Level: Example Essay With Annotations (edexcel)

Vaughan Williams: On Wenlock Edge

Date : 02/04/2021

Author Information

Uploaded by : Aimee Uploaded on : 02/04/2021 Subject : Music History Q6 Vocal music

Discuss Vaughan Williams use of melody, texture and sonority (including vocal timbres and instrumental techniques) in On Wenlock Edge No. 1: On Wenlock Edge.

This resource was uploaded by: Aimee

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AS and A Level Edexcel Music Essay Writing Skills

A thorough yet student-friendly guide on how to approach essay questions (Q5/Q6) in the Edexcel Component 3 AS and A Level Appraising written exam. Step-by-step advice and applied practice exercises for students to build essay writing skills and deliver excellent essay answers.

Addresses the issues of essay writing post-GCSE...  Valuable for learning how to plan and write good, informative and succinct essays under the pressures of exam timings T Murphy, Teacher & Peer Reviewer

• A breakdown of the exam format – including decoding the command words.
• A focus on writing skills – activities and advice building up from selecting single words to constructing full paragraphs to planning the essay structure – helps students write clearly, accurately and effectively to demonstrate their musical knowledge to its full advantage!
• Exam-style materials such as practice questions , writing templates , model answers and student-friendly mark schemes – perfect preparation for the real thing!
• Answers to all activities to encourage self-assessment and improvement, even during study leave.

Excellent , well-written resource... clear, methodical and covers relevant areas to improve essay writing skills M Durnell, Head of Music & Peer Reviewer

Teach in class or hand out for independent study to support students in gaining essential essay writing skills and confidence for the exam!

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What do teachers say about this resource (9174).

Excellent and clear . Very helpful examples and pupil exercises to help develop their essay skills... Easy for [students# to refer to regularly and have alongside as they plan their essays... It has separate sections for the different skills, meaning it’s straightforward for pupils to follow... Very worthwhile for the essay questions. Lots of useful tips to achieve the higher marks . S Mackenzie, Deputy HoD & Customer

Clear and methodical and covers relevant areas to improve essay writing skills for A Level Edexcel Music. As well as describing the command words, it specifically suggests where these sort of questions might be in the exam... It includes plenty of examples to highlight good practice... I like the 'rewrite' correctly parts, where students need to use correct terminology in their writing - this seems like a fun way to improve essay writing skills and is something that it instantly accessible... Often essay writing guides can be all reading and no writing, which is not the case here. These activities ensure that writing is being practised, which is the most important element in this resource... The resource is also clearly differentiated, with parts specifically aimed at higher achieving students to push the A/A* grades... This resource clearly targets structure, command words, language and presents plenty of working opportunities to engage with the set works... It is instantly useable to students and teachers with minimal preparation work required... An excellent, well-written resource which can be used instantaneously by teachers with minimal preparation work! M Durnell, Head of Music & Peer Reviewer

A very clear, well thought out and logical resource. It clearly addresses the issues of essay writing post-GCSE which can be a struggle for some students. The pace of the resource is good and the focus is always clear. I particularly like the build up of essay writing skills from the start of the resource, guiding students through planning, selecting content, sentence structure, paragraph structure etc. I liked the variety of task types - some to work on individually and some for discussion with peers. I liked that although the focis of the resource is on essay writing skills, there is still plenty of content-specific material too and opportunity to expand on knowledge as well as skills through the tasks with links to spotify/youtube... I also liked the fact that the author clearly shows the different approaches needed for 'discuss' and 'evaluate' questions... This resource is valuable for learning how to plan and write good, informative and succinct essays under the pressures of exam timings. T Murphy, Teacher & Peer Reviewer

• A Level Music
• A Level Edexcel Music (9MU0)
• Appraising Music
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• A Level Music Essay Writing Skills

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A game-changing subscription website for students and their teachers on all aspects of Edexcel's A-level Music course, written by an examiner.

Beyond Comprehensive

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One Complete Resource

Written by alex aitken, a-level examiner, educator, former head of music, and west end musical director.

Mastering A-level Music is one complete resource for students and teachers to use for Edexcel’s current A-level Music specification. Written for both students and teachers to use and work through together, both in class and independently, the comprehensive subscription website is designed to support students of all abilities as they navigate their way through the course towards their final assessments. Continually updated, Mastering A-level Music has quickly earnt a reputation for being the go-to resource for Edexcel A-level Music, and is used and trusted by students and teachers across the world.

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A comprehensive and engaging illustrated and audio-described resource for the whole of edexcel a-level music, totalling over 325,000 words....

• A student-friendly overview of Edexcel’s A-level specification and what is required for the highest marks in each component;
• Guidance on choosing recital repertoire, and practice tips and tricks that help conquer nerves and help students to shine in their recital;
• How examiners mark recitals, and what they are looking for when awarding top marks.

Composition advice and a comprehensive guide to writing Bach chorales, from first principles to adding stylistic sparkle...

• Ideas for approaching composition and boosting confidence, including guidance on researching briefs and creating your own;
• Features of outstanding compositions and what examiners like to see;
• Possibly the most comprehensive yet student-friendly guide ever written for writing Bach chorales – stage by stage from scratch to with stylistic sparkle, plus audio examples and contextual explanations of advanced features, and why Bach did certain things.

Full (proper) analyses and illustrated contextual explanations of every set work, with embedded videos, practice essay questions, and essay technique guidance...

• Thorough contextual explanation and full musical analysis of all set works and their musical worlds;
• Suggested related Wider Listening examples, links to other useful resources, and advice on essay technique for the highest marks;
• Practice essay questions for all set works, written by Alex, both of the type found on past papers, and more open style questions to push the most able students wanting to impress universities.

And much, much more!

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How to master A Level Geography 20-mark essay questions

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As we run up to exam season, many of you will now be completing your NEAs (non-examined assessment) and exam content, and starting to focus on exam technique. You may be thinking about how you will tackle the dreaded 20-mark essay questions . Essay questions are very much like marmite for students. Some love them as they get the chance to explore key geographic theories and showcase their knowledge and understanding, which may not be possible in lower-stakes questions. However, others may struggle to formulate their geographic ideas or structure them in a way that makes a convincing argument.

In my experience, all A Level geography students must be systematic and structured in the way they write their long-form answers. This approach ensures that students cover all the necessary content while also demonstrating the geographic skills that examiners are assessing.

Examiners use both AO1 and AO2 to evaluate students in essay questions. AO1 requires students to demonstrate knowledge and understanding of places, environments, concepts, processes, interactions and change at various scales. AO2 deals with the application of knowledge and understanding in different contexts to interpret, analyse, and evaluate geographical information and issues. The strongest students can produce answers that balance the two aspects in their responses. If you weigh your answers too far toward knowledge recall and simply state facts, figures, and case study knowledge without doing anything with the knowledge (this is where command words are essential), you will not be able to achieve the highest levels described in the level descriptors.

What should I do before attempting an A Level Geography 20-mark essay question?

Before you attempt essay questions, I suggest you take a look at the mark schemes for some past paper questions. It is important to focus on the level descriptors as these are what the examiners will use to assess your answers. Pay attention to the language they use to describe what they are looking for, and when you start your attempts, consider whether your language and writing style match the descriptors. The exam board mark schemes are available on the PMT A Level Geography past papers webpage .

Another place to look before attempting essay questions is the assessed sample answers produced by the exam boards (e.g. AQA Paper 1 Hazards Example Responses ). These are available on the exam board websites and show a range of pupil responses to exam questions. They come with a helpful commentary that explains how the pupils gained marks, highlights the importance of a well-structured response, and provides insight into what examiners are looking for when assessing your answers.

Where to start – command words

As mentioned above, it is very important for students to be systematic in their approach to answering 20 markers. The first thing students need to understand is the command word . Without knowledge of what the command word means and what it is asking you to do, you will not be able to fully engage with the question. To find out the meaning of different command words , you should visit your exam board’s website and look in the specification.

Essay questions tend to use the command words “to what extent” or “assess” . According to AQA, if the question includes the “to what extent” command word, you should “Consider several options, ideas or arguments and come to a conclusion about their importance/success/worth”. On the other hand, if it is an “assess” question, you should “use evidence to weigh up the options to determine the relative significance of something. Give balanced consideration to all factors and identify which are the most important.”

BUG the question

Command words can help guide you in how to structure your answers and the skills you need to exhibit. During KS3 and KS4, you may have been told to BUG the question, where B stands for box the command work , U for underline key terms , and G for glance back at the question .

I would encourage all A Level students to continue to use this strategy, even for longer essay questions. It will help ensure that you are answering the question you are being asked, rather than the question you wish you were being asked.

Should I plan an A Level Geography 20-mark essay?

Failure to prepare is preparing to fail.

It is crucial for all students to plan their essay writing before they start answering a question. An essay question requires you to write for a sustained period, and if you don’t have a clear plan for what you’re going to write, you may lose focus on your points and arguments and not fully answer the question.

I suggest that all A Level students write a brief plan before attempting the question . This plan should outline the introduction, including key terms to define and any case studies to introduce, the main argument in each of your paragraphs, and finally, the contents of your conclusion. Spending just five minutes on this will save you time in the long run and help keep you on track to answering the question fully.

How should I structure an A Level Geography 20-mark essay?

A good structure is key to success in essay writing. A clear structure enables you to answer the question coherently and reduces the chance that you will lose the key focus of your points. All of the exam boards recommend following the structure outlined below:

Introduction

• Main body of the answer (three to four key arguments)

In academia, this is sometimes known as the hourglass essay . An hourglass essay starts with a big idea, narrows down to a specific question, and then widens back out to explain why that specific question is important in the grand scheme of things.

The introduction of your essay should account for approximately 10% of the total essay length , and it’s an excellent opportunity for you to impress the examiner. Your essay introduction should give a broad view of the essay themes and provide a definition of the key terms that you have underlined in your question. It is also the place to introduce a case study location . A strong start to your essay is crucial as it demonstrates to the examiner that you have a clear understanding of the geographic content you’ve been studying.

Once you have written your introduction, you can then get on to answering the questions. While the introduction mainly covers AO1 (knowledge and understanding of geography), the main body of your answer should cover both AO1 and AO2 (analysis and evaluation in the application of knowledge and understanding).

As before, the way you structure the main body of your answer is very important, and you must form your points clearly and coherently. During my teaching and tutoring, I have seen many ways of forming these arguments/points, but the two most effective methods I have seen are using PEEL or PEACE paragraphs .

• E xplanation
• A pplication

Everyone is different, and everyone has their unique writing style. My advice to all A Level students is to try both methods when beginning to tackle essay questions and determine which one works best for you. I would also recommend completing PEEL/PEACE paragraphs and asking for feedback from your teacher or tutor.

The main body of the essay should consist of three to four arguments that cover the views for the specific question. Those who can link back to the question but also between their paragraphs will have the best chance of performing well in their essay questions.

After completing the main body, you now need to finish your essay with a conclusion. Just like the introduction, this should be roughly 10% of the total essay length . The main aim of the conclusion is to bring your essay to a close and essentially answer the question you have been asked. In the conclusion, you should summarise your argument and avoid introducing any new information . It is simply a chance to express your own thoughts and opinions while bringing your essay to a close.

The quality of a conclusion is often a key indicator of the overall quality of an essay. Although it is a short section of the whole piece of writing, it provides a platform to showcase several important geographic skills such as analysis, summarising, and creating synoptic links .

Overall, it is very important that you give yourself enough time to complete your essay questions during your examinations and that you follow the structures discussed above. If you follow these guidelines, you will see an improvement in the quality of your essay responses.

If you’re in Year 13 and in need of additional help, PMT Education runs Geography A Level Easter Crash Courses for AQA and Edexcel . Whether you need support with exam technique or want to revise key sections of the syllabus with the help of an experienced tutor, these courses will equip you with the knowledge, skills, and confidence to excel in your summer exams.

Dave is a qualified teacher with 10 years of experience teaching GCSE and A Level Geography. He has worked as an assistant faculty leader for Humanities and a professional mentor for new and trainee teachers. He has also been involved with the supervision and guidance of NEAs. Dave currently works in higher education and trains geography teachers across the North West of England. He is also a tutor at PMT Education , with experience running highly successful geography courses.

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EDEXCEL A LEVEL MUSIC - Question 5 essay question - FILM MUSIC

Subject: Music

Age range: 16+

Resource type: Assessment and revision

Last updated

23 July 2022

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NEW - for the 2022 exam

A comprehensive (31 page) workbook based on the following pieces of film music (all from the horror/suspense genre).

Instructions

Listen to each piece as many times as necessary (YouTube link provided). Make bullet point notes for each element in the boxes provided. Use musical vocabulary (REFER TO THE GLOSSARY). Read through the specimen sentences and then try to create your own, making sure they “fit” the excerpt you have listened to. Write a paragraph about each musical element, and then relate it to a different piece of music that you have listened to. Finally, justify why you consider the excerpt and the other pieces of music represent the suggested mood and/or description of the film scene.

It is recommended (in examiners’ reports) that pupils spend 70 minutes on Section B (the essay questions), so aim for no more than 35 minutes on the film music question.

• Sweeney Todd (opening titles) - Sondheim
• The Hunt, from Planet of the Apes – Jerry Goldsmith
• Cape Fear – Herrmann
• The Hunt, from Planet of the Apes – Danny Elfman
• The Omen (main theme) – Jerry Goldsmith
• Battle at Aslan’s Howe – Harry Gregson-Williams
• Theme from Vertigo – Herrmann

Also includes: Model sentences Extended Listening ideas with brief analysis YouTube listening resources and links Composer general characteristics (Herrmann, Goldsmith, Elfman) Suggested answers – Mindmap example

WORD version available if needed for editing - email [email protected]

Also, any issues or queries, please email and I will be only too pleased to help.

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