What do the OCR performing components require, and how do Performing A and Performing B differ?
The performing components (Performing A, H543/01, and Performing B, H543/02): their recital requirements, durations, weightings and structure, and how the two routes differ, as the framework for the practical performing assessment.
A focused answer to the OCR A-Level Music performing components. Explains Performing A (H543/01, 75 marks, 25 percent, a recital of at least 6 minutes with two contrasting pieces) and Performing B (H543/02, 105 marks, 35 percent, a recital of at least 10 minutes with three pieces including a focused study), how the two routes differ, and what each requires.
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What this dot point is asking
OCR assesses performing through a recorded recital, in one of two components, Performing A (H543/01) or Performing B (H543/02), chosen as part of the two routes through the A-Level. This dot point sets out what each requires, its duration, marks and weighting, and how the two differ, so you can choose the right route and build a suitable programme. The marking criteria and preparation are covered in the other dot points of this module.
The two components
The two routes
Building a suitable programme
How the performing assessment fits the course
Performing assesses AO1 (interpreting musical ideas through performance with technical and expressive control and stylistic understanding), the largest single objective at 35 percent of the A-Level across the components. It is practical and recorded, not a written exam, so success comes from sustained rehearsal and good repertoire choice. The criteria, accuracy and technical control, interpretation and communication, and the preparation and recording process are detailed in the other dot points.
Try this
Q1. State the marks, weighting, duration and number of pieces for Performing A and Performing B. [Knowledge recall]
- Cue. Performing A: 75 marks, 25 percent, at least 6 minutes, two contrasting pieces. Performing B: 105 marks, 35 percent, at least 10 minutes, three contrasting pieces (with a focused study).
Q2. How should a student decide between the two routes? [Short explanation]
- Cue. By their stronger skill: Performing B (35 percent) with Composing B suits a stronger performer; Performing A (25 percent) with the larger Composing A suits a stronger composer.
Exam-style practice questions
Practice questions written in the style of OCR exam questions on this dot point, with worked answer explainers. The year tag is the paper they imitate, not the source.
OCR (course knowledge)4 marksOutline the requirements of Performing A and Performing B, and explain how a student chooses between them. (Course-structure knowledge)Show worked answer →
Up to four marks. Performing A (H543/01) is 75 marks, 25 percent, a recital of at least 6 minutes with two contrasting pieces. Performing B (H543/02) is 105 marks, 35 percent, a recital of at least 10 minutes with three contrasting pieces, including a free-choice section and a focused study. A student chooses by route: Performing A pairs with the larger Composing A (a longer composing folio), while Performing B pairs with the smaller Composing B, so the choice depends on whether the student's strength is performing or composing. Markers reward the correct durations, marks, weightings and the route logic. They penalise muddling the two components or their weightings.
OCR (course knowledge)3 marksWhat makes a recital programme appropriate for the OCR performing assessment? (Course-structure knowledge)Show worked answer →
Up to three marks. An appropriate programme has contrasting pieces (in style, tempo, mood or technique) that show range; pieces pitched at a suitable level of demand for the candidate (genuinely achievable to a high standard, since difficulty is rewarded only when controlled); and music suited to the instrument or voice that lets the candidate demonstrate accuracy, technical control and interpretation. For Performing B, it must meet the longer duration and include the focused study. Markers reward contrast, suitable difficulty and fit to the performer. They penalise a programme that is too short, undifferentiated, or beyond the candidate's secure control.
Related dot points
- The assessment of accuracy, fluency and technical control in the performing components (note and rhythm accuracy, continuity, tone, intonation and command of the instrument), and the practice strategies that secure them.
A focused answer to technical control and accuracy in OCR A-Level Music performing. Covers what the marking criteria reward (accuracy of notes and rhythm, fluency and continuity, tone, intonation and command of the instrument or voice), and the practice strategies (slow practice, sectioning, metronome work, fault-finding) that build a secure, controlled performance.
- The assessment of interpretation and communication in performing (realising the score's markings, conveying style and character, shaping phrasing and dynamics, and projecting to an audience), and how to build a convincing, stylish performance.
A focused answer to interpretation and communication in OCR A-Level Music performing. Covers what the criteria reward (realising the score's expressive markings, conveying the style and character of the music, shaping phrasing, dynamics and rubato, and projecting to an audience), and how to develop a stylish, communicative performance on top of technical security.
- Preparing and recording the recital: building a contrasting programme of suitable difficulty, the focused study in Performing B, rehearsal planning, and the recording and documentation requirements of the non-exam assessment.
A focused answer to preparing and recording the recital in OCR A-Level Music. Covers building a contrasting programme of suitable difficulty, the focused study in Performing B (Section 2), rehearsal planning over the year, the recording and documentation requirements, and how to give a reliable performance under recorded conditions.
- The composing components (Composing A, H543/03, and Composing B, H543/04): their briefs, technical exercises, durations and weightings, and how the two routes differ, as the framework for the composing assessment.
A focused answer to the OCR A-Level Music composing components. Explains Composing A (H543/03, 105 marks, 35 percent, at least 8 minutes including an OCR brief, a learner brief and three technical exercises) and Composing B (H543/04, 75 marks, 25 percent, at least 4 minutes, an OCR brief and a learner brief), how the routes differ, and what each requires.
- Choosing at least one of the five optional areas of study (Popular Song, Instrumental Jazz, Religious Music of the Baroque, Programme Music, Innovations) and a transferable method for learning its styles, context and signature features for Section A and Section C.
A focused answer to choosing and studying an optional area of study in OCR A-Level Music. Explains the five options, how the chosen area is examined in Section A (unfamiliar listening) and Section C (extended essays), and a transferable method for mastering a style's context, development and signature musical features.
Sources & how we know this
- OCR A Level Music (H543) specification — OCR (2016)
- OCR A Level Music performing and composing guidance — OCR (2016)