Statistics, anyone? (1 Viewer)

[187]

I've heard that playing a more obscure instrument may act as a bonus, as it's more difficult to mark an instrument most people would not know how to play, creates a pleasant break from the constant AMus-level pianists, and appears more impressive overall.

Thus, would anyone be able to provide me with statistics as to the numbers of each instrument received by the HSC in past years? Any personal experiences or comments are also welcome.

Finally, any other general statistics, such as scaling, average marks, highest and lowest scores, etc., would be greatly appreciated.

Thanks!

 

[Bunny04]

The bored of studies doesn't actually release information based on specific instruments, or anything like that.
It really depends on wether or not the instruments appropriate. For instance- depending on what you mean by 'obscure' - obviously, you wouldn't be considered 'the best' if you played your hsc on a Tin whistle, or a chinese ball whistle (a little clay instrument with various holes - the actual instrument in shape of a ball).
IN Music 2 you have to play an Australian piece and so on- so it's got to fit criteria.
I wouldn't suggest- nor would any teacher, to play an 'obscure' instrument, to get higher marks - Potentially.

Scailing:

A scaled mean of 25.0 (on a 1-unit basis) means that the candidature of the course was average, and hence that the course had average scaling. Courses with scaled means above 25.0 had above average scaling. The scaled means are liable to change, as the scaling process is carried out afresh each year. A scaled mean of 0 indicates that either the course was not taken in that year, or that the scaled mean was not published.


Year 2003 MUSIC 2 HSC scailing: Scaled Mean: 33.0
Year 2003 MUSIC EXTENTION HSC scailing: 34.9



APPROXIMATE lowest+Highest marks in 2004 HSC (taken off HSC certifcate documents)

Music 2: (lowest) approx 57-58. (Highest) 100

Music Extension: (lowest) approx 28/50 (Highest) 50/50

(Note: Extension subjects are marked out of 50)


That's all I could dig up for you.
There's a page on scailing on the site here, if you need more info.

http://www.boredofstudies.org/scaledmeans.php

 

[187]

Thanks, Bunny04!

Just to clarify my first post, what I meant by an "obscure" instrument is essentially anything other than piano and violin. Let's face it; to play piano means to be in competition with hundreds of AMus and 8th grade AMEB musicians. However, I would imagine that an instrument such as the harp would contain far less rivalry, and would thus seem more impressive as a result. If you were competiting against many exceptional pianists, it would be more than a little difficult to come out on top.

I don't suppose you would have any information as to how well individual schools do or anything slightly more specific, would you?

EDIT: I'm not 100% sure how to read that table you provided, but would I be correct in saying that Extension Music scales better than Chemistry and Physics?! Woah!

EDIT 2: Hang on, why are there two Music Extensions?

EDIT 3: Oh right; there are 2001, 2002 and 2003 columns. XD

EDIT 4: Welcome to EDIT 4! It seems that Music 2 has excellent scaling as well. Am I reading this wrong?

 

[Bunny04]

For individual schools - You could look up the 'Distinguished achivers' list- but it's by name, not by course.
It would take a VERY LONG TIME!
You could also look up the top 10 in the state, of that particular subject.
I think last years music 2 top came from Moriah College.

Ahh, about the 'obscure' hehe. We had a harpist in our class, they certainly didn't get a very good mark at all. Judges are tough. They're usually music teachers and or/ proffessional musicians (last year there were Australian Opera and Ballet Orchestra players that's what I heard at least)
Proffessional musicians can tell regardless of what instrument.

 

[187]

Dang, so I will have to practise my instrument after all. =P

Would you happen to know anything about the Conservatorium High School? I'm surprised that none of its students came first, since it's supposed to be a "Woah! So freaky!" school. Is it a "joke" like the AIM, or was it just randomly beaten by an even more talented student?

 

[Bunny04]

Hahahaha.
No, Con High is definatley no where near as dodgy as AIM. In fact, it is one of the best schools- BUT con high has actually never come first in the state at Music. (with the new HSC 2002- onwards)
Don't know why actually, perhaps it's the students attitudes. Academically it's a very good school too. Majority of kids get 85+ UAI, and quite alot 90+ genrally, they'll all get 90+ in Music 2 + Extension, but have yet to top the state.
Not all the talented music students go to Con High. There's a matter of auditioning for it, and well some kids might never audition.!!!

 

[187]

Ho hum! Approximately how musically amazing are these children of the Conservatorium? If you know anything about the institution, is it mainly for performance, or are the students there able to opt to specialise in musicology or composition?

The reason I pose these semi-intrusive questions to you is because I'm investigating whether or not it would be a safe move to use Music as one of my HSC subjects. Basically, I have 1 unit left, which could be filled with Physics, Music 2 or Extension Music (most likely this one). I would be doing Music 2 no matter what, so I'd definitely prefer it if I could drop Physics altogether.

I have absolute faith in my teacher; his students' (or perhaps it was only one student's) results last year were exceptional. However, it's my own abilities that I'm not certain of. I'm both willing and able to work extremely hard, and I've started practising aspects such as sight-singing, which I normally wouldn't even think about. I have a far great passion for music than most, but I don't know if that's good enough. Sometimes I feel that I have talent, and sometimes I don't. I've been told that I do have talent, but never that it's anything special. I'm not tone-deaf, but I'm not very good at aural. Actually, someone's once told me that I am tone-deaf before, but seeing as I came first in the half-yearlies, beating 4 8th-grade-currently-studying-AMus level musicians, I don't see that as being correct.

Is music a subject that can be studied and worked hard for, or is it talent-based and highly subjective?

 

[Bunny04]

Well, you could be told by some that it is 'talent based' (I'm talking HSC level music. Professional career. Different story) - But I don't believe it's true. Music is a hard subject, it can be as hard as 4 Unit Maths (Yes, that's like a saying that everyone's probably heard, but I swear- it's true. hehe)
Music can be studied, and studied and practiced and practiced. If you work hard, and really want it, I'm sure you could achive a high level of proficiencey.
Like my cello teacher would ALWAYS say to her students (each and every one of us gets drilled by her gah lol)

A student may not have natural talent may work so hard that they get to this level (Quite high)

A student that does have talent, may reach that same level, without working hard. BUT they will not progress further, unless they actually put the effort in.

- - - - - - - - - - -

When you hear people saying music the subject, is 'talent based'- you're taking into account that the HSC is marked on a Bell Curve like Dance- The top people in the state, will push the others down.

- - - - - - - - - - -

Con High is an Audition based entrance.

they're genrally more peformance based- seeing as they have very small year sizes (no more than say 35 in a year group - Years 7 -12) THey have had kids that have gotten into Encore based on composition though!
Con High kids are talented- and it shows through their audition. The con really (performance side of things) judges on 'Potential' to improve.
Alot of the kids have amazing technique, but things are to be said about their 'musical' aspect. Seeing as they've been brought up, learning technique from the age dot, and that's what teachers really focus on, when you're younger.
They may on the other hand, have a LONG way to go, Musically.

Without Musicality in someones playing- they can't be considered a good player.

Whereas, if it was the other way around- They were musical, and yet their technique wasn't up to scratch yet, they'd be considered very good, and probably be around the top percentile.

- - - - - - - - - - - - -

If you REALLY want to do Music, I'd do it. I wouldn't worry about trying to get the top mark or what not. I'd go for aiming on what you think your best is. If that's the top mark, well heck- Yay!
but it you really want to do it, because you like it- and you find it fun and everything, don't give it up.

 

[187]

Very inspiring! =D

I'm amazed at how much you know about all of this, though, Bunny04.

As for my final question for now, do you know anything about inner-school scaling? How exactly does the average affect you? Supposedly a low average will drag you down, but does that not matter if you come first in your school AND do well in the external assessments? Is it more of a ranking sort of thing?

Also, Extension Music is all external, right? Thus, it doesn't matter who else from my school does it and what mark they receive, right?

Thanks for all of your help and taking the time to answer my questions with such great detail!

 

[Bunny04]

I've been through alot of diffrent teachers and schools and stuff. You pick up knowledge from switching around. Also the elder sister who's like a professional musician as well as teacher. xD That helps too hehehe.

Inner School scailing!

This is certainly one thing I don't understand, and find incredibly annoying and unfair.
Grrrr.
The actual UAI is based on your ranking in the state- but I really don't understand how your school/class can affect your overall mark.
I know it happens. It happens all the time, that you can be pulled down by your class that's lazy, or what not- but have NO idea how.

Someone else help out here?

Music Moddddddd Stef?
hehehe.

 

[ur_inner_child]

Very inspiring! =D

I'm amazed at how much you know about all of this, though, Bunny04.

As for my final question for now, do you know anything about inner-school scaling? How exactly does the average affect you? Supposedly a low average will drag you down, but does that not matter if you come first in your school AND do well in the external assessments? Is it more of a ranking sort of thing?

Also, Extension Music is all external, right? Thus, it doesn't matter who else from my school does it and what mark they receive, right?

Thanks for all of your help and taking the time to answer my questions with such great detail!

No not all external. Extension music is like English Extension 2 - where you only submit a majorwork, whichever elective it may be. Your teacher will give mark you on viva voces etc and thus give you some kind of ranking etc. You then have a school-assessment mark, which is worth 50% of your total HSC mark for Music Extension. The other 50% is the mark given from HSC markers.

Yes if you come first, you are somehow immune to the scaling things. If you want me to be more specific, I can. Though there are a lot of threads about being 1st in your class. I can't remember how it goes though, I'll have a little check. But yes, your school average comes into play somewhere.

 

[187]

I forgot to edit my post, but I read through the entire Music 2/Extension Music syllabus, which luckily contains the contributing percentages of the final mark.

The dangerous fact about Music is that not many people study it, so each student's mark is exceeding important. While it may seem presumptuous that I am worried about such a thing, the truth is that, well, if it's me who brings the average down, then I won't exactly be concerned about other people scoring less than me.

My teacher has a strong tendency to scale everyone's marks so that they are close together, even when, being completely honest, it's quite obvious that the student in question is undeserving. I know for a fact that he despises atonal music, yet he ragged on my "few seconds of clashing notes" and praised the atonal-but-thinks-his-harmonies-are-great student. Is there anything that can be done? Should I just try to forget about it (which is difficult when the person in question has a terribly arrogant personality and is encouraged by the teacher through high marks), work hard and hope for the best? Grr.

Oh wait, the point that I originally wanted to address was whether there would be any consequence if I didn't receive full marks in my school assessment, but still came first. Also, what if everyone receives full marks, or extremely close marks? That could easily happen, given the attitude of the teacher, which I've explained above. How badly would the other students have to do to actuallybring my mark down? The teacher's already indicated that, "I will give you all high marks in the HSC", because he wants everyone to continue the subject.