What do technical control and accuracy mean in the performing criteria, and how do you build them?
Technical control and accuracy in performance: the meaning of accuracy (right notes and rhythms) and technical control (command of the instrument or voice: tone, intonation, fluency and required techniques), why difficulty is rewarded only when controlled, and how structured practice builds reliability.
An Eduqas A-Level Music answer to technical control and accuracy in the performing criteria (Component 1). Explains accuracy (right notes and rhythms) and technical control (tone, intonation, fluency and required techniques), why difficulty is rewarded only when controlled, and how structured practice builds reliability.
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What this dot point is asking
The performing criteria reward accuracy and technical control. You must understand what each means, accuracy (right notes and rhythms) and technical control (command of the instrument or voice: tone, intonation, fluency and the required techniques), why difficulty is rewarded only when controlled, and how structured practice builds reliability. This dot point explains the two criteria and how to build them, so your recital is secure and well produced.
Accuracy and technical control
Difficulty is rewarded only when controlled
How structured practice builds reliability
How this fits the performing assessment
Accuracy and technical control are core to the performing criteria (AO1): they are the foundation on which interpretation is built. A performance that is inaccurate or poorly controlled cannot reach the top bands, however expressive the intention. The recital is recorded and assessed by a visiting examiner, so the performance must be reliable on the day. Build accuracy and control through structured practice over the whole course, choosing repertoire you can perform to a high standard, and the interpretation and communication covered in the next dot point can then shine.
Try this
Q1. What is the difference between accuracy and technical control? [Knowledge recall]
- Cue. Accuracy is playing the right notes and rhythms; technical control is the command of the instrument or voice (tone, intonation, fluency, required techniques) that makes accuracy reliable and the sound well produced.
Q2. Why might a difficult piece score less than an easier one? [Short explanation]
- Cue. Because difficulty is rewarded only when controlled: a demanding piece played inaccurately or with poor control scores less than a well-chosen piece performed securely and musically to a high standard.
Exam-style practice questions
Practice questions written in the style of WJEC Eduqas exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
Eduqas (course knowledge)4 marksExplain the difference between accuracy and technical control in performance, and why difficulty is rewarded only when controlled. (Course-structure knowledge)Show worked answer →
Up to four marks. Accuracy is playing the right notes and rhythms as written. Technical control is the command of the instrument or voice that makes accuracy reliable and the sound well produced: good tone, secure intonation, fluency and mastery of the techniques the music demands. Difficulty is rewarded only when controlled because the criteria credit demanding repertoire that is performed securely and musically; an ambitious piece played inaccurately or with poor control scores less than a well-chosen piece performed to a high standard. Markers reward a clear distinction (accuracy as correct notes and rhythms, control as command and reliability) and the point that controlled difficulty, not difficulty alone, is credited. They penalise treating the two as the same or implying that harder always means higher marks.
Eduqas (course knowledge)3 marksDescribe a structured way to secure a difficult passage for the recital. (Course-structure knowledge)Show worked answer →
Up to three marks. Isolate the difficult passage, identify the exact point of difficulty (a shift, a leap, a fingering, an awkward rhythm), and practise it slowly with correct technique. Raise the tempo gradually, ideally with a metronome, only when each speed is secure, and practise the passage in context (with the bars around it). Repeat over several sessions to build reliability, and check tone and intonation throughout. Markers reward isolating, slow practice, gradual tempo increase and practising in context. They penalise only playing from the top of the piece or playing the passage fast before it is secure.
Related dot points
- The Performing component (Component 1): its requirements under Option A and Option B (number of pieces, the solo requirement, the area-of-study links, durations, marks and weightings), the visiting-examiner assessment, and how the option choice fits with Composing.
An Eduqas A-Level Music answer to the Performing component (Component 1). Explains the requirements under Option A and Option B (number of pieces, the solo requirement, area-of-study links, durations, marks and weightings), the visiting-examiner assessment, and how the option choice fits with Composing. Always confirm current requirements with your centre.
- Interpretation and communication in performance: realising the score's expressive markings (dynamics, articulation, tempo, phrasing), conveying the style and character of the music idiomatically, communicating to a listener, and shaping an accurate performance into an expressive one.
An Eduqas A-Level Music answer to interpretation and communication in performance (Component 1). Explains realising the score's expressive markings (dynamics, articulation, tempo, phrasing), conveying the style and character idiomatically, communicating to a listener, and shaping an accurate performance into an expressive one.
- Preparing and recording the recital: planning preparation across the year, choosing a contrasting programme that meets the duration, solo and area-of-study requirements, building reliability through mock performances, and recording for the visiting examiner with the required documentation.
An Eduqas A-Level Music answer to preparing and recording the recital (Component 1). Covers planning preparation across the year, choosing a contrasting programme that meets the duration, solo and area-of-study requirements, building reliability through mock performances, and recording for the visiting examiner with the required documentation.
- The Composing component (Component 2): its requirements under Option A and Option B (number of compositions, the set brief, the free composition, the Western Classical Tradition requirement, durations, marks and weightings), how it is assessed by Eduqas, and how the option choice fits with Performing.
An Eduqas A-Level Music answer to the Composing component (Component 2). Explains the requirements under Option A and Option B (number of compositions, the set brief, the free composition, the Western Classical Tradition requirement, durations, marks and weightings), how it is assessed, and how the option choice fits with Performing. Always confirm current briefs and requirements with your centre.
- The elements of music as the analytical toolkit: melody, harmony, tonality, texture, rhythm, metre, tempo, dynamics, articulation, structure and sonority, the precise vocabulary for each, and the name-the-feature-then-its-effect method that every Eduqas listening answer rewards.
An Eduqas A-Level Music answer to the elements of music as the analytical toolkit. Defines melody, harmony, tonality, texture, rhythm, metre, tempo, dynamics, articulation, structure and sonority, gives the precise vocabulary for each, and sets out the name-the-feature-then-its-effect method that every listening answer in Component 3 rewards.
Sources & how we know this
- Eduqas A Level Music (A660) specification — Eduqas (WJEC) (2016)
- Eduqas A Level Music: performing assessment guidance — Eduqas (WJEC) (2023)