Colegio Alberto Einstein · Grade 11 DP Music

Trimester 2
Practice Sheet

120 min 101 pts 4 sections 2025–26

Exam Structure

SectionTopicTimePoints
1Theory & Notation55 min58 pts
2Historical & Conceptual30 min21 pts
3Performance Reflection15 min10 pts
4Glossary15 min12 pts
Total120 min101 pts

Section 1: Theory & Notation 55 min · 58 pts

EMC B1: Conducting Musical Research  ·  EMC C1: Understanding Creating Conventions

What to study

  • Scale degree names and numbers (mediant, subtonic, dominant, submediant, subdominant, leading tone, supertonic)
  • Key signatures (major and minor, up to 4♯/4♭)
  • Types of voice motion: parallel, contrary, oblique, similar
  • Secondary dominant seventh chords and their resolution
  • SATB doubling: which voice carries the root, 3rd, or 5th
  • Roman numeral analysis in SATB excerpts
  • Cadence types: authentic (perfect and imperfect), half, plagal, deceptive

Part A: Scale Degrees (7 pts)

Specify the scale degree number, given the key and scale degree name.

  1. In C minor, the mediant is
  2. In F minor, the subtonic is
  3. In F♯ major, the dominant is
  4. In A major, the submediant is
  5. In F minor, the subdominant is
  6. In E♭ major, the leading tone is
  7. In D minor, the supertonic is
Answers — Part A
  1. 3 — E♭ is the mediant (3rd scale degree) of C minor
  2. 7 — E♭ is the subtonic (lowered 7th) of F minor
  3. 5 — C♯ is the dominant of F♯ major
  4. 6 — F♯ is the submediant of A major
  5. 4 — B♭ is the subdominant of F minor
  6. 7 — D is the leading tone of E♭ major
  7. 2 — E is the supertonic of D minor

Part B: Key Signatures (6 pts)

Write the number of sharps or flats:

Answers — Part B
  • E major — 4 sharps (F♯ C♯ G♯ D♯)
  • D♭ major — 5 flats (B♭ E♭ A♭ D♭ G♭)
  • B minor — 2 sharps (relative of D major)

Part C: Voice Motion (8 pts)

Identify the motion type between soprano (S) and bass (B). Write: Parallel, Contrary, Oblique, or Similar.

a.
b.
c.
d.
a.b.c.d.
Motion type ________________________________________________
Answers — Part C

a. Contrary — soprano moves down (A4→G4), bass moves up (F2→G2). Opposite directions.

b. Parallel — both voices move up by a M2, maintaining a compound P5 throughout. This is parallel 5ths — the key voice leading error to avoid.

c. Similar — both voices move up, but by different intervals: soprano up a minor 3rd (D4→F4), bass up a perfect 4th (G2→C3). Same direction, different sizes.

d. Oblique — bass holds A2 while soprano moves up (B4→C5). One voice moves, the other stays.

Parallel motion where the interval stays P5 or P8 is the error to avoid. Parallel 3rds and 6ths are common and intentional.

Part D: Secondary Dominant Analysis (10 pts)

Approach each chord with its secondary dominant seventh chord (whose root lies a perfect 5th above the root of the chord of resolution). Label chords with Roman numerals below and lead-sheet symbols above.

Secondary dominant exercise 1 Secondary dominant exercise 2
Answers — Part D
Secondary dominant answer

Part E: Voice Leading & Doubling (7 pts)

Keep track of doubling by specifying which voice has the root, third, or fifth for each chord.

Voice leading doubling exercise
Answers — Part E
Voice leading doubling answer

Part F: Voice Leading Analysis (20 pts)

Voice leading analysis exercise
Answers — Part F
Voice leading analysis answer

After checking your answer, practice naming the cadence type at the end of the excerpt and identifying one voice leading feature — label which voices are involved.

Section 2: Historical & Conceptual 30 min · 21 pts

EMC B1: Conducting Musical Research  ·  EMC B2: Implications

For each question, the key terms and ideas you should use are listed. Connect them into a coherent argument — not just define them one by one.

Essay Rubric — Q15, Q16, Q17 (holistic per question)
BandDescriptor
Excellent (6–7)Evaluates musical ideas from multiple perspectives; analyses connections to justify a reasoned conclusion; key terms used analytically with accurate terminology throughout.
Proficient (4–5)Explains relationships between musical ideas; demonstrates understanding of context and conventions; mostly analytical with minor gaps; terminology generally accurate.
Adequate (3)Describes relevant concepts correctly; identifies some connections; response is partly descriptive rather than fully analytical; terminology inconsistent.
Developing (1–2)Lists or outlines facts in isolation; formulaic engagement; key terms missing, misused, or defined without connection to the question.
0Does not address the question.

Key distinction: analytical responses connect ideas and argue a position; descriptive responses only define terms one by one.

Q15 — Overtones, Diatonic Scales, and Turkish Makam (7 pts)

The overtone series naturally produces certain intervals. How might this have influenced the development of the diatonic scale in Western music? How does Turkish makam represent a different approach to organizing pitch? (5–6 sentences)

Key terms and ideas
  • Overtone series / harmonic series — what it is, what intervals it produces
  • Octave (2:1), perfect fifth (3:2), perfect fourth (4:3) — these appear earliest
  • Diatonic scale — how stacking acoustically prominent intervals could lead to it
  • Tetrachord / pentachord — the building blocks of makam
  • Microtonal intervals — smaller than a semitone; central to makam, absent from equal temperament
  • The contrast to make: Western music organized pitch around the most acoustically "natural" intervals → arrived at the diatonic scale. Turkish makam organized pitch around flexible smaller cells → produces modal variety and microtonality that goes beyond what the overtone series alone would suggest.

Q16 — Bach and the Well-Tempered Clavier (7 pts)

Why was composing in all 24 keys a statement about temperament, and not merely a technical exercise? What does this tell us about the relationship between tuning systems and musical possibility? (4–5 sentences)

Key terms and ideas
  • Well-Tempered Clavier (1722) — what it is
  • Temperament — the system for tuning a keyboard
  • All 24 major and minor keys — what was unusual about this
  • Equal (or well) temperament — why certain keys were previously problematic
  • Pythagorean comma / wolf interval — what makes some keys unusable in older systems
  • The argument to make: before equal temperament, some keys sounded noticeably worse than others on a fixed-tuning keyboard. Writing in all 24 keys was Bach demonstrating — with the music itself — that his tuning system made every key equally usable. The deeper point: tuning is not just a technical choice; it defines which musical ideas are even possible to express.

Q17 — Dissonance Rules and the Development of Polyphony (7 pts)

How did the avoidance of dissonance shape Western melody and harmony? How is the rule against parallel fifths part of the same tradition as musica ficta?

Key terms and ideas
  • Consonance / dissonance — the distinction that drove all of these rules
  • Polyphony — multiple independent voices moving simultaneously; what new problems this created
  • Musica ficta — performers adding unwritten accidentals to avoid the tritone; practice before it became rule
  • Tritone / diabolus in musica — the most aggressively avoided interval
  • Parallel fifths / parallel octaves — why avoided: voices lose independence, texture collapses; same underlying logic as musica ficta
  • Voice leading / counterpoint — the codification of these instincts into teachable rules
  • The through-line to argue: musica ficta, the tritone rule, parallel 5ths — all the same instinct. Composers and performers were managing dissonance so voices stay clear and music feels controlled. These are not separate rules — they are one tradition, expressed at different moments.

Section 3: Performance Reflection 15 min · 10 pts

EMC C2: Understanding Performing Practices  ·  EMC B2: Implications

Structure your paragraph to hit all three points:

  1. One specific musical decision — be concrete, not vague
  2. A voice leading principle — name it using the vocabulary we've studied
  3. Ensemble and personal constraints — how your players and your own abilities shaped the music

The goal is to connect your creative choices to musical understanding — not summarize the piece, but analyze one decision in depth.

Reflection Rubric — Q18 (holistic, 10 pts)
ScoreDescriptor
9–10All three points addressed analytically; specific decision, named principle, and ensemble constraints integrated into one coherent argument.
7–8All three points present; connection between decision and principle is clear; mostly analytical.
5–6Three points present but treated separately; more descriptive than analytical; lacks a through-line.
2–4One or two points missing or vague; response is mainly descriptive.
0–1Does not meaningfully reflect on the musical work.

Section 4: Glossary 15 min · 12 pts

EMC B1: Conducting Musical Research

For each term, your definition should address the questions listed.

TermWhat your definition needs to include
Chord tonesWhat they are; how to distinguish them from non-chord tones
CadenceWhat it does harmonically; name at least one type
Equal temperamentWhat is "equal"; what it makes possible; what it sacrifices
Musica fictaWhen performers used it; what interval problem it solved
Voice leadingWhat makes it "good"; at least one specific rule from this trimester
Contrary motionDirection of each voice; why it is generally preferred

Study Checklist

Grading Scale

IB BandPoints / 101Ecuador GradeDescription
785–1019.00–10.00Excellent — thorough understanding, sophisticated analysis
673–848.30–8.90Very Good — strong understanding, detailed work
560–727.70–8.20Good — solid understanding, complete work
446–597.00–7.60Satisfactory — adequate understanding, some gaps
337–454.50–6.90Mediocre — partial understanding, significant gaps
219–362.00–4.40Poor — limited understanding, major deficiencies
14–181.00–1.90Very Poor — minimal/no understanding
0–30.00–0.90Below IB minimum

Grades within each band are interpolated linearly. Note IB Band 3 (37–45 pts) moves 0.30/pt while Band 4 (46–59 pts) moves only 0.046/pt — the conversion is not linear.

Sample conversion table — 30 representative scores
ScoreEcuadorIB Band
10110.007
979.757
919.387
859.007
848.906
788.576
738.306
728.205
718.165
657.915
607.705
597.604
567.464
517.234
467.004
456.903
436.303
405.403
374.503
364.402
323.842
283.272
242.712
192.002
181.901
131.581
81.261
41.001
30.90
00.00

Orange dividers mark band transitions. The IB 3 band (37–45) climbs steeply — each point is worth ~0.30 Ecuador grade. IB 4–7 move much slower (~0.04–0.06/pt).