Music achievement standards (Level 2)
NCEA Level 2 Music is assessed through both internal and external achievement standards. The external examination tests three domains: aural understanding through written representation (AS91275), knowledge of conventions in a range of music scores (AS91276), and understanding of two substantial contrasting music works (AS91277). Performance and composition standards are assessed internally, so the exam section rewards precise notation, score-reading, and comparative analysis rather than general musicianship.
Aural representation (91275)
You must translate heard music into written symbols: pitch and rhythm dictation, intervals, chords, cadences, scales, texture, and instrumentation. Work from the key signature and tonic chord first, then mark the pulse and phrase boundaries. For chords, identify the bass note and quality before Roman numeral.
Score conventions (91276)
Know clefs, key signatures, time signatures, transposing instruments, ornaments, articulation, dynamics, repeats, and harmonic conventions. Transposing instruments are a common test: written pitch differs from sounding pitch. A Bb clarinet sounds a major second lower than written; a horn in F sounds a perfect fifth lower.
Two substantial works (91277)
Compare two contrasting works using elements (melody, harmony, rhythm, texture, timbre, form), compositional devices, and context. Name specific bars, motifs, and instrumental techniques. Link context to musical evidence, not biography alone.
Worked example
A score in C major shows a Bb clarinet part with written C4. The sounding pitch is Bb3, because the instrument transposes down a major second. If the same written note appeared in a horn in F part, it would sound F3, a perfect fifth lower. State the interval and direction, not just the note name.
Traps
- Calling every V–I cadence perfect; perfect requires both chords in root position and the soprano on the tonic.
- Ignoring transposing instruments or writing the written pitch as sounding pitch.
- Discussing context without pointing to a bar or musical device.
- Using vague terms ("happy", "fast") instead of element vocabulary.
- Missing repeat signs, first/second endings, or ornament realisations in score questions.