Composing: SQA Higher Music quiz quiz

Coursework, developed over the year

Part of the Understanding Music question paper

A listening test

An optional extra with no marks

A performance and a written exam

A listening test and an essay

The composition itself and a composing review

Two separate performances

Ways of marking an exam

Techniques for generating and developing material, such as repetition, sequence, variation and contrast

Italian tempo terms

Types of clef

Crescendo

Pizzicato

Sequence

Treble clef

The longest possible piece

The loudest passage

The number of instruments named

A clear, accurate account of the methods and concepts used and how they serve the music

To mark someone else's work

To list every note played

To account for and justify your own creative decisions

To set the tempo

It replaces the question paper

It is the listening skill turned inward: you use the concepts to create and explain music

There is no connection

It is marked in the same exam

Using a clear structure

Developing ideas with sequence and variation

Writing a precise composing review

Stringing unrelated ideas together with no development

Vague description instead of explaining real decisions in musical terms

Using accurate musical vocabulary

Explaining why a theme is varied

Justifying the choice of structure

Because it is sat in one hour in the exam hall

Because it is coursework developed over the year

Because it is worth no marks

Because it is marked by a computer

Changing an idea while keeping it recognisable

Playing very quietly

Stopping the music suddenly

Reading the bass clef

Write the review before composing anything

Copy an existing piece exactly

Generate a clear, workable musical idea to develop

Choose the loudest possible dynamic

Only the title and the tempo

Melody, harmony, rhythm, timbre, texture and structure

Only the dynamics

Only the instruments' names