Your CBAs are graded differently to your exams with the award of descriptors appearing separately on your Junior Cycle Profile of Achievement. They are awarded by your class teacher in consultation with other music teachers in your school or from schools in the surrounding area.
Guide
How to succeed in your Junior Cycle Music CBA 2
By John Casey - 3 minute readThis guide written by music teacher John gives you everything you need to know about how to succeed in your Junior Cycle Music CBA 2.
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Introduction
Descriptors
The official definitions of the descriptors awarded are as follows:
Exceptional
The student communicates eloquently and confidently. They display a comprehensive knowledge of the topic with a very well-structured presentation. The support material chosen displays creativity and is used very effectively to captivate the audience. The student’s reflections on the topic are of excellent quality, demonstrating clearly how the student’s point of view has developed or evolved over time.
Above expectations
The student communicates clearly, competently and with confidence. They display a very good knowledge of the topic with a well-structured presentation. The support material chosen interests the audience, displaying some creativity. The student’s reflections on the topic are of very good quality.
In line with expectations
The student communicates well. They display a good knowledge of the topic but lack some confidence, with the presentation unclear in places. The support material chosen is appropriate but not used to its full potential. The student displays an ability to reflect on their own perspective of the topic.
Yet to meet expectations
The student does not communicate clearly or confidently. They display a very limited knowledge of the topic and the presentation lacks structure. The support material chosen is used in a basic manner and the student’s reflections on the topic are narrow and of poor quality.
Remember
The award you get for your CBA does NOT affect in any way your overall exam grade. They are in addition to that grade and appear separately on your JCPA as evidence of additional work done and the standard achieved in that additional work.
This guide will look at what you need to do to successfully complete your CBA 2: writing your programme note to accompany the three pieces you will perform for your music practical exam.
Timing
CBA 2 will usually take place between January and March of your third year. This gives you plenty of time (until Christmas of your third year) to make a final decision on the three pieces that you will perform in your music practical exam.
Top tip
It is important that you make a definite decision on your three pieces at this point in time (and stick to it). Chopping and changing your pieces will not only affect your ability to get your CBA 2 completed in time but it will also unsettle your own preparations for the music practical exam.
How will my CBA be marked?
As outlined earlier, you will be awarded a descriptor according to how well your teacher, in consultation with others, deems your work to be. Teachers are asked to consider the following Features of Quality when grading CBA 2 so to score highly you need to make sure your programme note displays:
Compelling and highly interesting details of the pieces.
Comprehensive supports for the listener.
In-depth and very detailed information on the historical context or the purpose of composition.
A high level of research and initiative displayed in the biographical details of the composer/arranger/performer.
CBA breakdown
The CBA 2 can be broken down into two distinct sections:
Research and investigation
Presentation
Research and investigation
For each of your three music practical pieces, you must research and gather as much information as possible on them and their composers/arrangers/performers. While there is no official layout or template by which to present your material, it is vital to remember to include information such as:
Key details
You should include the name of the piece, the composer/arranger/performer and the musical context of the piece (when it was composed and for what reason).
Style
Describe the style of the piece and mention others who wrote in that same style, again placing it in a musical context.
Distinct musical features
Outline any distinct musical features that appear in the piece. Is there an unusual rhythm used or a unique use of instrumentation/vocal technique, for example?
Distinct musical features
Outline any distinct musical features that appear in the piece. Is there an unusual rhythm used or a unique use of instrumentation/vocal technique, for example?
Structure
Outline the structure of the piece in both form and tonality.
Playing in a group
If you are playing as part of a group or ensemble, outline the unique role that your part plays in the overall performance and identify parts/sections where your role comes to the fore.
Share your opinion
Identify and highlight what you like about this piece as this offers you a chance to show your own musical awareness by pointing out what the most interesting moment in the piece is for you.
What the listener should look out for
Create aural signposts for the listener so they know what is happening in the piece. This shows that you have an awareness that your chosen pieces are to be performed and will have an audience.
Top Tip
Sometimes there is an interesting story behind the composition of a piece of music. Check out what is happening historically around the time the piece was written. Was it a reaction to something political or social that was happening at the time? Maybe it was musically groundbreaking in some way and changed the way things were done from then on.
Presentation
Now that you have all your information, the next step is to present it. Realising that every student is different, the CBA 2 in music allows for an array of presentation methods. You can present your programme note in any of the following ways:
Visual presentation
You can present your findings in any visual manner by using posters, displays, pictures or even a video.
Written presentation
The programme note can be presented in any written format, for example, as a traditional handwritten project or a typed document.
Audio presentation
The programme note can be recorded as if presenting a talk or in an interview style (as a Podcast).
Digital presentation
The CBA can be presented as a PowerPoint (or other slide show), as a video or short film, as a Padlet or in any other digital format.
Remember
You will not be marked differently for the manner in which you present it. The most important thing is that the evidence of learning is clear and presented in detail.
Final tips
To ensure you achieve a high descriptor, you should remember the following:
Final Tips
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Show evidence of learning
Don’t talk in banalities and generalisations. Instead, show that you learned specific material unique to these pieces and their composers.
1
Know the terminology
Use 'procedural knowledge' and appropriate musical terminology wherever possible. This displays an understanding of and an ability to use musical terminology suitably and competently.
2
Look beyond the obvious sources of information
'Initiative in research' is one of the features of exceptional quality, so dig deeper and look further afield for your information and reference it to let your teacher know where you found the information and that it is from a reliable source. Be creative and remember, a visit to interview a local musician will be viewed in a much better light than just online research.
3
Show a personal connection to the pieces
Show that these pieces mean something to you personally and that you have developed a greater understanding of them through your study and preparation of this programme note.
4
Audience interactions, aural signposts and listening support
Highlight that you are aware of the need for interaction with your audience and that aural signposts and listening support for the listener are plentiful and clear.
Your role in a group performance
If you are playing as part of a group, make sure you outline what role your part plays in the overall performance.
Some final tips
for the Junior Cycle Music CBA 2.
Show evidence of learning
Don’t talk in banalities and generalisations. Instead, show that you learned specific material unique to these pieces and their composers.
Know the terminology
Use 'procedural knowledge' and appropriate musical terminology wherever possible. This displays an understanding of and an ability to use musical terminology suitably and competently.
Look beyond the obvious sources of information
'Initiative in research' is one of the features of exceptional quality, so dig deeper and look further afield for your information and reference it to let your teacher know where you found the information and that it is from a reliable source. Be creative and remember, a visit to interview a local musician will be viewed in a much better light than just online research.
Show a personal connection to the pieces
Show that these pieces mean something to you personally and that you have developed a greater understanding of them through your study and preparation of this programme note.
Audience interactions, aural signposts and listening support
Highlight that you are aware of the need for interaction with your audience and that aural signposts and listening support for the listener are plentiful and clear.
Your role in a group performance
If you are playing as part of a group, make sure you outline what role your part plays in the overall performance.
Hope these help - you got this!
By John Casey
John Casey is a secondary school teacher of Music with over 30 years of experience. He is very familiar with preparing students and correcting Music at the Junior cycle level.