Eduqas A-Level Music: musical elements and analysis overview quiz quiz

Only melody, rhythm, lyrics, performers, recording quality and the cover artwork of the work

Just harmony, structure, the composer's biography, the publisher and the exact date of first performance

Melody, harmony, tonality, texture, rhythm, metre, tempo, dynamics, articulation, structure and sonority

Tempo, dynamics, the title, the price of the score and the size of the performing venue alone

Use vague adjectives such as 'busy' or 'nice' on their own

Describe only the melody and ignore the other elements

List as many separate facts as possible with no effect

Name the element, name the feature, then state its effect

Read the printed information (area of study, instruments, number of playings) and underline the named elements

Start writing your full answer immediately before the audio has even begun to play

Ignore the printed question entirely and simply sit back and listen to the extract for general enjoyment and atmosphere

Try to transcribe the whole of the extract note for note onto blank manuscript paper

Transcribe absolutely everything you hear in full on the very first playing of the extract

First playing for the big picture; later playings for detail on each named element in turn

Only listen to the extract once and write the rest of your answer from memory afterwards

Ignore the structure of the extract completely and focus only on the opening few bars

Using too much comparative language such as 'whereas' and 'but'

Naming specific musical features in both of the extracts given

Describing each extract separately instead of comparing thread by thread

Carefully covering each of the named musical elements set in the question

Add many more descriptive adjectives to the answer

Describe only one of the two given extracts in full detail

Remove the musical evidence and keep only opinions

Link a difference to style, sub-genre, function or context

A clear line of argument, named musical evidence, context woven in, and evaluation reaching a conclusion

A long list of dates and biographical facts about the composer's life with no actual musical evidence at all

A plain description of just one work that retells what happens without arguing or evaluating

No real structure or argument, simply a stream of unconnected observations about the music

As a separate, bolted-on block of historical background with no real link at all to the music

Woven into the argument with cause and effect (e.g. public concerts encouraged grander works)

Left out of the essay entirely, so the answer discusses only the notes on the page

Only at the very end of the essay, in a short concluding paragraph after the analysis

Random guesses made without any reference to the surrounding notes on the stave at all

Only the title of the work and nothing actually printed on the score

The given notes before and after the gap, working out missing pitches by interval

The dynamic markings printed below the stave rather than the pitches

It can contain any number of beats the writer chooses

It must be left completely empty of any notes or rests

It must contain only crotchets and no other note values

It must add up to the value of the time signature

Establish the key, read the chord's notes off the staves, and identify its root, quality and function (I, IV, V, V7)

Guess the chord from the shape of the melody line alone, ignoring the bass line and the inner harmony parts entirely

Use the tempo marking and the dynamics printed above the stave to work out which chord is sounding

Name any chord at random and hope that it happens to fit the surrounding harmonic progression

A full orchestral score of the whole work showing every instrumental part on its own stave

A printed reduction showing the main lines on a few staves, used to locate features by bar

An audio recording of the work played back through speakers in the examination room

A blank sheet of manuscript paper on which the candidate writes out the whole work