Question 1

What is NCEA AS 91095 about?

Accepted Answer

You need to pick two pieces of music that come from really different backgrounds (like a classical symphony and a hip-hop track, or a traditional Māori song and a film score), then show you understand how each one was made and what it sounds like. You'll need to identify the musical features—things like instruments, rhythm patterns, and how the sound is built—and explain why the composer or artist created it the way they did.

Question 2

What do students need to do for AS 91095?

Accepted Answer

1. Choose two music works from genuinely contrasting contexts (different time periods, cultures, genres, or purposes) 2. Identify and describe the historical, social, or cultural context in which each work was created 3. Analyse the musical elements and features (like timbre, texture, form, rhythmic patterns, instruments, and compositional techniques) 4. Look at at least one score (which could be standard notation, a lead sheet, TAB, graphic notation, or written description) 5. Make connections between the context and the musical choices—explain how when/where/why the work was made shapes what it sounds like

Question 3

What's the difference between Achieved, Merit, and Excellence for AS 91095?

Accepted Answer

Achieved: You identify the context of both works and describe their key musical elements clearly, showing basic understanding of how they differ. Merit: You provide detailed information about the contexts and musical features, and you explain how elements connect to their purposes or the composers' choices. Excellence: You provide detailed, insightful explanations showing how the contexts deeply shape the musical decisions, and you use specific musical examples or scores to support your analysis perceptively.

Question 4

What mistakes do students typically make in AS 91095?

Accepted Answer

1. Choosing works that aren't from genuinely contrasting contexts—picking two pieces that are too similar in style, period, or purpose won't give you enough to compare 2. Describing what you hear without explaining the 'why'—just saying 'it has lots of drums' is not enough; you need to connect that choice to the work's context or purpose 3. Not actually analysing a score—many students write about music without looking at the written notation or lead sheet, missing the chance to show deeper understanding

Music works analysis

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