a level music essay example aqa

AQA A-Level Music Past Papers

Aqa a-level music paper 1.

A-Level Music Question Paper 1. Reference 7272/W .

AQA A-Level Music Paper 3

A-Level Music Question Paper 3. Reference 7272/C .

Contact Us | Contribute | Guest Post

© 2023. Learnyay. All rights reserved. Cookie Policy / Privacy Statement / Disclaimer / Cookie Policy EU / Privacy Statement EU

A-level Question 5: Unfamiliar Listening & Analysis

Recommended essay structure.

*Discuss each element of the unfamiliar work in turn, beginning with those which you can describe most effectively / those which are most relevant. For example:

1. Use of instruments and technology

3. Tempo Rhythm and Metre

5. Tonality and harmony

6. Structure (if possible)

*For each feature identified in the unfamiliar work:

a) Describe and contextualise

Describe: using musical vocabulary identify/describe the feature relating to the element of music

Contextualise: comment ‘…which is typical/atypical/advanced/conservative for that period/genre/style’

Comment ‘The effect of this is to…’ Describe the effect / composer’s intended effect of this feature on the music.

c) Comparison

Comment ‘This is similar to/different from X (composer & title) composed earlier/later/during the same/Baroque/Classical/Romantic period in which…’. 

*You are encouraged to compare the unfamiliar work both with its related set work with other contrasting set works.

Question 5 Unfamiliar Listening: Advice from Examiners Report 2022

*Whilst no compulsory time-length is given to complete Q5, the examiner recommends that candidates spend at least 70 minutes on Section B, which could be a minimum of 30 minutes on Q5 and 40 minutes on Q6.

*Q5 states, "Relate your discussion to other relevant works which may include set works and other music." It is a requirement of the question to write about examples of other music and this should occur frequently throughout the essay.

*The indicative content mark scheme is large and examiners are not expecting candidates to cover everything on the mark scheme. It would not be possible in the time allowed and candidates would not be able to create a meaningful discussion. Marking takes place using the levels-based mark scheme and never by adding up points.

Successful Essays

The most successful essays:

*Are planned on the first page of Q5, considering each element in turn, for example: Melody, Harmony, Tonality, Structure, Sonority, Texture, Tempo, Metre and Rhythm, Dynamics.

*Use the eight (sic) musical elements as a check list.

*Make observations with use of technical musical vocabulary

*Explain the musical effect of that feature

*Link the musical feature to a specific relevant work (composer, title, movement if applicable) and explain how it is used in the linked piece, showing knowledge of that piece.

*Demonstrate a wide and interesting variety of other relevant works.

*Create a discussion by explaining how each musical feature links to the question and to other works as well as fulfilling the composers’ intentions.

*Organise each element into a paragraph, identifying the most important one or two musical observations to be made about each.

*Recognise that some elements will be of more musical interest than others and discuss those elements in more detail.

Unsuccessful Essays

The least successful essays:

*Approach the essay by giving an account in chronological order

*This often leads to a pattern of repetition or omission of particular musical elements.

*Unnecessarily relate features to timings on the audio track.

Unfamiliar Listening Practice Questions AoS 2, 4 & 6

Question 1: instrumental music for chamber ensemble.

This piece of music for Piano Quintet was composed in the 1860s. Described as ‘at times anguished, at times demonic, at times tragic’, discuss how the elements of music are used by the composer to heighten the expressive qualities of this extract. Relate your discussion to other relevant works. These may include set works, wider listening or other music. (20 marks)

The following extract, unfamiliar listening extract 1, will be played as you answer the question above.

Question 2: Instrumental Music for Orchestra

Discuss how this piece is a characteristic example of symphonic music of the early 19 th century. Give musical reasons for your answer. Relate your discussion to other relevant works. These may include set works, wider listening or other music. (20 marks)

The following extract, unfamiliar listening extract 2 , will be played as you answer the question above.

Question 3 : Popular Music with Hip Hop and Jazz Influences

This song is a collaboration between artists influenced by a range of genres including hip hop and jazz. Discuss the evidence for this, referring to the artists’ use of the elements of music. Relate your discussion to other relevant works. These may include set works, wider listening or other music. (20 marks)

The following extract, unfamiliar listening extract 3 , will be played as you answer the question above.

Question 4 : Popular Music using Early Digital Technology

In this song the artist uses early digital technology to combine synthesised sounds with those created by traditional acoustic and electric instruments. Discuss how the artist’s use of the elements of music is characteristic of experimental popular music of the 1980s. Relate your discussion to other relevant works. These may include set works, wider listening or other music. (20 marks)

The following extract, unfamiliar listening extract 4 , will be played as you answer the question above.

Question 5 : British Popular Music in the 1960s

This song was released in the 1960s at a time when British popular music moved beyond imitating American Rock and Roll to develop its own distinctive sound . Discuss the artists' use of the musical elements in this song, and how they combine to create its distinctive sound. Relate your discussion to other relevant works. These may include set works, wider listening or other music. (20 marks)

The following extract, unfamiliar listening extract 5 , will be played as you answer the question above.

Question 6: 20th Century Experimental Music

The title of this work composed in 1953 is ambiguous, and can be translated both as ‘counterpoint’ and as ‘counter-action’. Describe how the composer uses the musical elements to create music which reacts against earlier styles and traditions. (20 marks)

The following extract, unfamiliar listening extract 6 , will be played as you answer the question above.

Question 7 : 20th Century Orchestral Music

In 1943 the composer of this work introduced his audiences to new and unfamiliar sounds inspired by the folk music of his homeland. Describe how the composer uses the elements of music to compose a piece typical of other 20th Century orchestral works. (20 marks)

The following extract, unfamiliar listening extract 6, will be played as you answer the question above.

Unfamiliar Listening Example Answers

How Edexcel A level Music Unit 3 Appraising questions 5 and 6 are used to supress students' final A level grades nationwide

2022 a level music unit 3 appraising examiners' report.

Manwaring Music Education Blog

Life in a Music Department

Perfect A-Level Essay?

I teach the Edexcel spec and I love it. There I said it!

Some people seem to hate it, but I am really enjoying the set works and the approach to study. I also think that my students are starting to enjoy it. What I am finding is that now I am in my second year of teaching I am getting into it and starting to see what “might” be required in the summer. I say might because none of us really know what to expect and the AS has only given us hints of what might be required.

Undoubtedly the essay part of the course is something that may cause some degree of concern, worry, stress or frustration. There is a lot to learn and remember and then you throw in Wider Listening and you are putting a lot on the students. I have been pushing my Year 13 students really hard with essays and I make them write a fair number of them and try and give as much clear feedback as I can. I want them to do well and I want them to know exactly what they need to do to improve. So here are some thoughts and I have also attached an essay that I think is pretty good, it its possibly full-marks in my opinion. I have also attached a marking sheet that I have started to use.

• Wider Listening is key, if they don’t have it then they need to re-do the essay essentially.
• A clear line of argument needs to be established in the introduction. It seems to help the flow of the essay and give the something to pin all of their points to.
• They need to focus on what the composer is trying to achieve. Kate Bush is clearly someone who was seeking to break away from some of the conventions of pop music at the time and create something that was very much her. Establishing this kind of argument in the intro really helps the essay, and line of argument is referred to in the mark scheme.
• They should also be thinking about how the pieces typifies the genre or style of music and this can then be referred to throughout.
• An evaluative conclusion is absolutely essential in order to both round the essay off and also make the essay an evaluation.
• They need to avoid trying to pack everything in, but should pick salient points that they can link well to their line of argument.
• Key terms are just crucial and they need to pack their paragraphs full of them.
• I find that they do well when they put one element per paragraph and section their essay out clearly. This helps them and the examiner who will eventually read it.
• Wider Listening needs to be used to back  up a point and mustn’t just be loosely referenced. Wider Listening can refer to other set works in the anthology or other movements, songs, or pieces from the same composer.
• Bar numbers aren’t needed and will just slow things down. how can they possibly remember every bar in the entire anthology.

I have now started to use the following mark sheet for essays and not only is it nice and clear for students, but it is also saving me time.

A LEVEL ESSAY FEEDBACK SHEET

It gives them clear points to develop on and gives space to respond to feedback. It also has the mark scheme there so that you can highlight where they are at. It is important that they see what they need to do in order to improve.

I think the essay part of the exam can be a positive experience, but the more they practice the better. They also need to have clear marking that they can then respond to. It is a lot to cover, but it is possible and the resources online and the textbooks are helpful. Listening is crucial and the more they listen the better. Wider Listening should be fun and enjoyable and embedded into every lesson.

Just some thoughts and i hope the attached documents are helpful. I am happy to email you essays to have a look at, ones that I have marked. And if you have any thoughts on the attached essay then let me know, but I think it is pretty good.

Kate Bush Essay 1

Kate Bush Essay 2

12 comments

This is incredibly helpful. If only the exam boards (hint, hint AQA) could do something similar…

• Pingback: The Metacognitive Musician - Manwaring Music CPD
• Pingback: The Perfect Essay 2 - A-Level Music Manwaring Music

Hi James. This was very useful thank you. I have QTS status but did a Secondary placement and am now looking into A-Level tuition and employment. I would be extremely grateful for any pointers you have (such as this article) on teaching from the Edexcel A-Level syllabus. I must admit I find their website slightly confusing at times. I will of course share this article with colleagues. You mentioned emailing other essays, this would be fantastic if they are still available. With many thanks, Kind Regards,

Do drop me an email and I will get in touch! Glad this is helpful.

Hey, I’m doing the A Level Edexcel Music course and this is really helpful! I understand that you already have a post on Bach’s Ein Feste Berg which I will definitely use for revision. On my website (www.jackwilliamsmusic.wordpress.com) I have various in-depth posts on the other works within the Edexcel spec, where I’ve combined content from both the Edexcel anthology, the online notes from Pearson and some resources our school has provided. I would love it if you could show it to some of your students. Thank you for making the website inclusive for all students and teachers nationally, It’s a brilliant blog, keep it up!

I am wondering….do you feel the essays attached are full marks? I am just trying to gauge a standard! I was wondering about the wider listening in the second, is there enough? I am a complete beginner to this, so finding your essays/blog are a God send!

If I am honest I am not sure. Having now had two summers of exams it does appear the exam board are wanting a very high standard. We are left in the dark a bit as teachers. I have another blog I am preparing on my current thoughts on essays. But when the average mark last summer was I think 8/30 it is clear that something is going wrong!

Hi I am a student in year 12 now studying Music Edexcel for my A Levels. I was wondering if you had any other useful resources which could help.

Let me know what you need support with and I will do what I can. Have you asked your teacher initially as I wouldn’t want to tred on their toes.

I have asked my teacher. I think its more with writing essays and structures of the essays. Do you have any good resources with a list of essay questions by any chance?

Send me an email and I will send you some thoughts. Also look at all my essay blogs on here.

Leave a Reply Cancel reply

Discover more from manwaring music education blog.

Subscribe now to keep reading and get access to the full archive.

Type your email…

Continue reading

AQA A level Music Past Papers

Complete aqa a level music past papers.

We’re confident you’ll find our new AS and A-level Music specifications inspiring, interesting and practical to teach.

Our new qualifications will motivate and stretch students of all abilities, equipping them with the skills and experience to succeed and go on to further study.

Music technology is fully integrated, and many areas of study have artists or composers who have written works in this format. Students can perform and compose using technology.

Our specifications appreciate all styles and genres, skills and instruments, catering for different learning styles and musical tastes.

Why choose AQA for A-level Music

Music is constantly evolving, inspiring creativity and expression in a way that no other subject can. That’s why we have designed a relevant and contemporary A-level qualification that offers your students the chance to study a wide range of musical genres. Our A-level brings listening, performance and composition to life in new and engaging ways, and links to the world around us like never before.

We know that every student has different learning styles and musical tastes, which is why our A-level values all music styles, skills and instruments. Broaden your students’ minds and foster a love of all music with a qualification that students of all abilities and backgrounds will enjoy.

You can find out about all our  Music  qualifications at  aqa.org.uk/music    

A specification designed for you and your students

Our specification and assessments have been designed to the highest standards, so that teachers, students and their parents can be confident that an AQA award provides an accurate measure of students’ achievements.

The flexibility of the previous specification has been retained so that students can focus on an area of personal interest and you can create courses which play to your school or college’s strengths.

The specification supports progression to higher education in music and related subjects, as well as providing all students with a platform to inspire a lifelong interest and enjoyment of music.

It also offers logical progression from GCSE as the assessment objectives, structure and titles are very similar to those specified in the AQA GCSE Music specification.

Teach AS and A-level together

The specification has been designed to enable AS and A-level students to be co-taught. For example, you may deliver the course to AS and A-level students in the same year group, as well as give AS students the option to progress onto the full A-level.

At the start of the course, to ensure you are clear about the standards at AS and A-level, review the A-level Music performance descriptions and the online exemplification materials provided on e-AQA. Please also see  Assessment criteria .

Support and resources to help you teach

We’ve worked with experienced teachers to provide you with a range of resources that will help you confidently plan, teach and prepare for exams.

Teaching resources

Visit  aqa.org.uk/7272  to see all our teaching resources. They include:

• Schemes of work:  a variety of ideas across all titles to help you plan your course with confidence
• Good practice guides:  to help you to inspire and challenge students to think creatively
• Teachers guides:  detailed guides for the set works to help you to support your students in all areas of the specification
• Suggested listening lists:  details of tracks/works for named artists/composers to help you prepare your students for the written exam.
• Exemplification materials:  to showcase sets of students’ work supported by examiner commentaries and guidance.

Support service

• Training courses:  to help you deliver AQA Music qualifications
• Subject expertise courses:  for all teachers, from newly-qualified teachers who are just getting started to experienced teachers looking for fresh inspiration.
• Music advisory service:  each school or college is allocated a subject adviser. You can contact them for one-to-one advice on any aspect of the subject, assessment and/or support with planning and delivery of course content.
• Subject community:  provides access to free resources and services offered by music venues, organisations and charities.
• Support meetings:  to help you with course delivery; offering practical teaching strategies and approaches that really work.
• Teacher network group:  this group has been set up to allow teachers to contact colleagues at other centres to share ideas about resources and teaching strategies for the AQA specification.

To find out more about our support service visit  aqa.org.uk/7272    

Preparing for exams

Visit  aqa.org.uk/7272 for everything you need to prepare for our exams, including:

• past papers, mark schemes and examiners’ reports
• specimen papers and mark schemes for new courses
• Exampro: a searchable bank of past AQA exam questions
• exemplar student answers with examiner commentaries.

Analyse your students’ results with Enhanced Results Analysis (ERA)

Find out which questions were the most challenging, how the results compare to previous years and where your students need to improve. ERA, our free online results analysis tool, will help you see where to focus your teaching. Register at  aqa.org.uk/era    

For information about results, including maintaining standards over time, grade boundaries and our post-results services, visit  aqa.org.uk/results    

Keep your skills up-to-date with professional development

Wherever you are in your career, there’s always something new to learn. As well as subject-specific training, we offer a range of courses to help boost your skills.

• Improve your teaching skills in areas including differentiation, teaching literacy and meeting Ofsted requirements.
• Prepare for a new role with our leadership and management courses.

You can attend a course at venues around the country, in your school or online – whatever suits your needs and availability. Find out more at  coursesandevents.aqa.org.uk    

AQA-7272C-CRF-21

AQA-7272P-CRF-21

AQA-7272W-INS-JUN18

AQA-72721-SSC

AQA-7271-7272-NG-RMP

AQA-7272C-CRF-20

AQA-7272C-QP-JUN18-CR

AQA-72721-SQP

AQA-7272C-W-MS-JUN18

AQA-7272P-WRE-JUN18

AQA-7272W-WRE-JUN18

AQA-7272W-QP-JUN18-CR

AQA-72721-SMS AQA-72723-EX AQA-72721-EX AQA-72723-SQP AQA-7272P-CRF-20 AQA-72721-EXCERPTS AQA-7272C-WRE-JUN18 AQA-7272W-W-MS-JUN18

• Find Flashcards
• Why It Works
• Tutors & resellers
• Content partnerships
• Teachers & professors
• Employee training

Brainscape's Knowledge Genome TM

Entrance exams.

• Professional Certifications
• Foreign Languages
• Medical & Nursing

Humanities & Social Studies

• Mathematics

Health & Fitness

Business & finance, technology & engineering, food & beverage.

• Random Knowledge

See full index

Tags: a level exams , a level music , entrance exams, a level music notecards.

Ultimate Music Theory

7,000 Adaptive music theory flashcards to help you master music theory faster for any music program.

Music Theory and Terminology

By: daryn dawson-jones.

A level Music Tech

By: alex stavrou, a-level music: edexcel, by: molly oliver.

• A Level Music

By: Tom Wood

A Level Music (12d)

By: richard owens.

A Level Music (Edexcel)

By: ed horton.

Eduqas A level Music

By: lipika jadwani, by: an nakamura.

Edexcel A-level music

By: jane marcillo-coronado, a level music western classical, by: adam sharp.

Eduqas: Music A Level:

By: stuart mcsweeney.

By: Darin Dappa

A-level music edexcel, zzz edexcel music, by: ellen nr, a-level music edexcel, by: robin barrington, a level music aqa, by: poppy lawrence, music a level, by: deleted deleted, a-level music, by: jennifer dobinson, a level music (eduqas): haydn 104, by: nat miles, by: sj thomas, by: steph j, a level music, by: nia kile, edexcel a level music technology, by: anna simpson, music a level edexcel, by: isaac lonsdale, a level music - films, by: ella baird-rayner, music aqa a level (new), by: alice finn, as/a level music technology: component 4 - producing & analysing, by: finn hennessey, music a level, by: sofia donohoe, wjec a level music, by: eleanor duckett, knowledge genome.

• Humanities & Social Studies
• Medical & Nursing
• Health & Fitness
• Business & Finance
• Technology & Engineering
• Food & Beverage

A Level Exams

• Graduate Entrance Exams
• IGCSE Exams
• International Baccalaureate
• National 5 Exams
• University Entrance Exams
• A Level - AQA Exam Boards
• A Level - Edexcel Exam Boards
• A Level - OCR Exam Boards
• A Level Biology
• A Level British Empire
• A Level British History
• A Level Business
• A Level Chemistry
• A Level Computer Science
• A Level Economics
• A Level English
• A Level English Language
• A Level English Literature
• A Level French
• A Level Geography
• A Level German
• A Level German History
• A Level Grammar
• A Level History
• A Level Human Geography
• A Level Inorganic Chemistry
• A Level Italian History
• A Level Law
• A Level Maths
• A Level Media Studies
• A Level Organic Chemistry
• A Level Philosophy
• A Level Physical Education
• A Level Physical Geography
• A Level Physics
• A Level Politics
• A Level Psychology
• A Level Religious Studies
• A Level Russian History
• A Level Sociology
• A Level Spanish
• Corporate Training
• Teachers & Schools
• Android App
• Help Center
• Law Education
• All Subjects A-Z
• All Certified Classes
• Earn Money!

• International
• Education Jobs
• Schools directory
• Resources Education Jobs Schools directory News Search

Music A Level student exemplar essay

Subject: Music

Age range: 16+

Resource type: Assessment and revision

Last updated

8 February 2020

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

An exemplar essay written by an A-Level student, with a title written in the format used in the Edexcel exam.

Essay title:

“Evaluate Clara Schumann’s use of structure, tonality and texture in the first movement of her piano trio in G minor, relating your discussion to other relevant works.”

Creative Commons "Sharealike"

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have downloaded this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

• Eduqas Home chevron_right
• Qualifications

AS/A Level Music

For copyright reasons the audio for past papers is only available for centre staff to download from the secure website.

The composing briefs are available to download from the secure website. Centres are reminded that the Composition to a Brief must show an understanding of the Western Classical Tradition. Updated logs sheets and forms for both Composing and Performing are now available to download from this page.

• Key Documents
• Past Papers / Mark Schemes

The Eduqas A level in Music offers a broad and coherent course of study which encourages learners to:

• Engage actively in the process of music study
• Develop performing skills to demonstrate an understanding of musical elements, style, sense of continuity, interpretation, and expression
• Develop composing skills to demonstrate the manipulation of musical ideas and the use of musical devices and conventions
• Recognise the interdependence of musical knowledge, understanding and skills, and make links between the integrated activities of performing, composing and appraising underpinned by attentive listening.
• Broaden musical experience and interests, develop imagination and foster creativity
• Develop and extend the knowledge, understanding and skills needed to communicate effectively as musicians.
• Develop knowledge and understanding of a variety of instruments and styles, and of relevant approaches to both performing and composing
• Develop awareness of music technologies and their use in the creation and presentation of music
• Appraise contrasting genres, styles and traditions of music, and develop understanding of musical contexts and a coherent awareness of musical chronology
• Develop as effective, independent learners and as critical and reflective thinkers with enquiring minds
• Reflect critically and make personal judgements on their own and others’ music
• Engage with, and extend appreciation of, the diverse heritage of music to promote personal, social, intellectual, and cultural development.

The Eduqas A level music course specification is designed to allow learners to pursue their own musical interests. Learners develop skills in the three distinct but related disciplines of performing, composing and appraising, whilst having flexibility to specialise in either performing or composing. Learners may choose to apportion 10% of their assessment to either performing or composing as an in-depth study.

The Eduqas specification is designed to offer contrast and breadth as well as depth of study. Learners will engage with both classical and popular music.

All learners will study the development of the symphony, engaging with landmark orchestral repertoire, which is important in developing knowledge and understanding of musical elements and language in context.

Learners will use the musical language of this period to compose one piece of music to a brief.

Learners will also choose one area of study from Pop and Rock, Musical Theatre

and Jazz and one further area of study exploring the musical language and styles from either the early twentieth century or the late twentieth and early twenty-first centuries.

Any requirements set for entry to a course following this specification are at the discretion of centres. It is reasonable to assume that many learners will have achieved qualifications equivalent to Level 2 at KS4. Skills in Numeracy/Mathematics, Literacy/English and Information Communication Technology will provide a good basis for progression to this Level 3 qualification.

This specification builds on the knowledge, understanding and skills established studying GCSE music .

Why choose Eduqas?

• Direct access to our   subject specialists
• Access to our digital resources website  which hosts a wealth of free material
• The opportunity to receive centre visits from our   Regional Support Team

Important information, past papers, marking schemes, entry/amendment uploads & make post-results enquiries.

Grade boundaries are the minimum number of marks needed to achieve each grade.

An interactive map to support centres wishing to share experiences and ideas.

• Digital Resources

These free digital resources support the teaching and learning of subjects offered by WJEC. Teachers will need to determine how they utilise the resources in the classroom to ensure their greatest effect. 

View Eduqas Resources

Why Music? - Devon and Torbay Music Education Hubs

• Upcoming Courses
• On Demand Courses
• Materials from previous events

Download your free Guide to Switching! 

This is a hidden field that will be populated via javascript in preparation for submission to Campaign Monitor letting you know the name of the document the user downloaded

This website works best with JavaScript switched on. Please enable JavaScript

• Centre Services
• Associate Extranet
• All About Maths

A-level Music

2021 exam changes The Government announced that it won't be possible for exams to go ahead as normal this summer. Read more

Find all the information, support and resources you need to deliver our specification.

Explore this qualification

• Planning resources
• Teaching resources
• Assessment resources
• Specification

Professional development

Our range of course are designed to help you develop your skills, build your confidence and progress your career.

View all courses and events

Inside assessment training programme

Improve your assessment literacy, learn what good assessment looks like and apply it in your teaching for this subject.

Get Started

Get Started for Music

• Become an examiner

Advance your career, help your students to achieve and make results happen

Music updates

Exams administration

Updated JCQ guidance: use of artificial intelligence in assessments

Guidance, expertise and community.

Find expert advice, new resources and training to support your teaching.

Popular links

• Grade boundaries
• 9 to 1 grading
• Post-results services
• Enhanced results analysis (ERA)

Connect with us

Contact our team.

8am–5pm Monday to Friday

Tel: 01483 437 750

Email: [email protected]

Subscribe for updates

Receive the latest news, resources and support for your subject area from AQA.

Sign up now for free

Switch to AQA today

Join us and discover why we're trusted by thousands of teachers.