Question 1

What is NCEA AS 91417 about?

Accepted Answer

In this internal standard, you perform a short programme of pieces live in front of an audience on a second instrument — meaning a different instrument from the one you use for AS91416. You need to have been learning this instrument for at least five years (including group lessons). The focus is on how musical and expressive your playing is overall, not on small slips or technical errors.

Question 2

What do students need to do for AS 91417?

Accepted Answer

1. Choose a programme of pieces on your second instrument (different from your main instrument used in AS91416) 2. Perform all the pieces in one sitting, in front of a live audience 3. You can perform solo, with an accompanist, or as a featured soloist within a small group — as long as your part is clearly separate and easily heard 4. The pieces must be long and complex enough to show off your skills at a fifth-year level 5. Your teacher assesses your performance as a whole, looking at the big picture rather than penalising every small mistake

Question 3

What's the difference between Achieved, Merit, and Excellence for AS 91417?

Accepted Answer

Achieved: You play through your programme and show the basic technical and musical skills expected at this level. Your performance is recognisable as the music and shows you can handle the instrument. Merit: Your performance is technically secure, fits the style of the music, and is communicated to the audience with confidence — it feels deliberate and polished rather than just getting through the notes. Excellence: Your performance is assured and expressive. You show genuine interpretive understanding — you shape the music, bring out its character, and engage the audience in a convincing musical experience.

Question 4

What mistakes do students typically make in AS 91417?

Accepted Answer

1. Choosing repertoire that is too easy or too short to demonstrate fifth-year level skills 2. Not being clearly identifiable as the featured soloist — being buried in a group texture rather than having a distinct, audible part 3. Performing on an instrument that is not substantially different from the one used for AS91416, meaning the techniques and skills overlap too much 4. Lacking musical expression or interpretive shaping, meaning the performance stays at a mechanical or note-by-note level rather than communicating the music to the audience 5. Treating small errors as catastrophic and losing confidence mid-performance, which affects the overall musical communication more than the errors themselves

Solo performance (second)

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