| Section | Topic | Time | Points |
|---|---|---|---|
| 1 | Theory & Notation | 55 min | 58 pts |
| 2 | Historical & Conceptual | 30 min | 21 pts |
| 3 | Performance Reflection | 15 min | 10 pts |
| 4 | Glossary | 15 min | 12 pts |
| Total | 120 min | 101 pts |
EMC B1: Conducting Musical Research · EMC C1: Understanding Creating Conventions
What to study
Specify the scale degree number, given the key and scale degree name.
Write the number of sharps or flats:
Identify the motion type between soprano (S) and bass (B). Write: Parallel, Contrary, Oblique, or Similar.
| a. | b. | c. | d. | |
|---|---|---|---|---|
| Motion type | ____________ | ____________ | ____________ | ____________ |
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.
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.
Keep track of doubling by specifying which voice has the root, third, or fifth for each chord.
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.
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.
| Band | Descriptor |
|---|---|
| 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. |
| 0 | Does not address the question. |
Key distinction: analytical responses connect ideas and argue a position; descriptive responses only define terms one by one.
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)
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)
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?
EMC C2: Understanding Performing Practices · EMC B2: Implications
Structure your paragraph to hit all three points:
The goal is to connect your creative choices to musical understanding — not summarize the piece, but analyze one decision in depth.
| Score | Descriptor |
|---|---|
| 9–10 | All three points addressed analytically; specific decision, named principle, and ensemble constraints integrated into one coherent argument. |
| 7–8 | All three points present; connection between decision and principle is clear; mostly analytical. |
| 5–6 | Three points present but treated separately; more descriptive than analytical; lacks a through-line. |
| 2–4 | One or two points missing or vague; response is mainly descriptive. |
| 0–1 | Does not meaningfully reflect on the musical work. |
EMC B1: Conducting Musical Research
For each term, your definition should address the questions listed.
| Term | What your definition needs to include |
|---|---|
| Chord tones | What they are; how to distinguish them from non-chord tones |
| Cadence | What it does harmonically; name at least one type |
| Equal temperament | What is "equal"; what it makes possible; what it sacrifices |
| Musica ficta | When performers used it; what interval problem it solved |
| Voice leading | What makes it "good"; at least one specific rule from this trimester |
| Contrary motion | Direction of each voice; why it is generally preferred |
| IB Band | Points / 101 | Ecuador Grade | Description |
|---|---|---|---|
| 7 | 85–101 | 9.00–10.00 | Excellent — thorough understanding, sophisticated analysis |
| 6 | 73–84 | 8.30–8.90 | Very Good — strong understanding, detailed work |
| 5 | 60–72 | 7.70–8.20 | Good — solid understanding, complete work |
| 4 | 46–59 | 7.00–7.60 | Satisfactory — adequate understanding, some gaps |
| 3 | 37–45 | 4.50–6.90 | Mediocre — partial understanding, significant gaps |
| 2 | 19–36 | 2.00–4.40 | Poor — limited understanding, major deficiencies |
| 1 | 4–18 | 1.00–1.90 | Very Poor — minimal/no understanding |
| — | 0–3 | 0.00–0.90 | Below 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.
| Score | Ecuador | IB Band |
|---|---|---|
| 101 | 10.00 | 7 |
| 97 | 9.75 | 7 |
| 91 | 9.38 | 7 |
| 85 | 9.00 | 7 |
| 84 | 8.90 | 6 |
| 78 | 8.57 | 6 |
| 73 | 8.30 | 6 |
| 72 | 8.20 | 5 |
| 71 | 8.16 | 5 |
| 65 | 7.91 | 5 |
| 60 | 7.70 | 5 |
| 59 | 7.60 | 4 |
| 56 | 7.46 | 4 |
| 51 | 7.23 | 4 |
| 46 | 7.00 | 4 |
| 45 | 6.90 | 3 |
| 43 | 6.30 | 3 |
| 40 | 5.40 | 3 |
| 37 | 4.50 | 3 |
| 36 | 4.40 | 2 |
| 32 | 3.84 | 2 |
| 28 | 3.27 | 2 |
| 24 | 2.71 | 2 |
| 19 | 2.00 | 2 |
| 18 | 1.90 | 1 |
| 13 | 1.58 | 1 |
| 8 | 1.26 | 1 |
| 4 | 1.00 | 1 |
| 3 | 0.90 | — |
| 0 | 0.00 | — |
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).