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Experimenting - Sample 1 (Grade 7) May 2026

Image: Tamara Bitter via Unsplash

Experiment Sample 1 - May 2026

The creating sample in this experiment addresses AoI4. The use of electronic music was unfamiliar to the student who selected the global context.  Specifically, the student sought to develop a better understanding of musique concrete through an electronic medium. The student uses the violin in the performing experiment and applies unfamiliar playing techniques with Saint-Saëns' s "The Swan" as the stimulus. 

Upload 1: Experimentation Report 

Upload 2: Audio Evidence 

musique-concrete-violin.mp3

Experimenting as a Creator

Experiment in Creating, Excerpt 1, "STOMP" 0:00 - 1:03

Experiments in Creating, Excerpt 2: Schoenberg's "Klangfarbenmelodie” 1:03 - 3:00

Experiments in Creating, Excerpt 3: Penderecki's “Sonorism” 3:00 - 5;00

Experimenting as a Performer 

Experiments in Performing, Excerpt 1: Mozart Articulatory Clarity 5:00 - 6:32

Experiments in Performing, Excerpt 2: Monti's Artificial Harmonics 6:32 - 8;35

Experiments in Performing, Excerpt 3: Vivaldi's Hierarchy of Notes 8:35 - 9:56

Required Documentation

Each component requires one of these cover sheets, which are available on MyIB. For documentation required for ALL components, you may wish to visit: Submission Requirements 

Results and Comments

This work is in the range of 22 (out of a possible 28) for this component, which, for the May 2026 assessment period, was in a 7. Remember that for Experimenting with Music and the Contemporary Music Maker, teachers need to predict the scores for their students (both examples of Internal Assessment) before they are sent off to examiners for moderation. See: Internal Assessment and Moderation 

CRITERION A: RATIONALE AND COMMENTARY FOR MUSICAL EXPERIMENTS IN CREATING

Guiding Questions: 

  • How well has the student justified and supported their proposed experimentation with relevant source material and musical stimuli?
  • Is the explanation of the experimentation process and of the musical decision-making (see: Musical Decision Making) convincing? 

Music Subject Guide / Internal Assessment

The intended purpose of the experiment is clearly given in the rationale. The student intends to work with electronic music, but specifically states his focus on relating this to the basic principles of Musique concrète. The source material, “Symphonie pour un homme seul” (Pierre Schaffer) is clearly presented. The case for AoI 4 is strongly supported, as is the context (global). There is evidence of strong academic research that supports the student's application of musical decisions.

While adhering to the experiment's main purpose, the manipulation of DAW techniques as it relates to musique concrète, the student's first experiment aspires to explore “the rhythm of everyday things" and add STOMP as resource material. Musical decisions are justified with supporting reference material throughout. 

The second experiment focuses on the element of timbre/tone color. There is reference made to the music of Schoenberg. While delving into this element, the student remains within the purpose and context of the experiment.

In the third and final example, the student indicates an experiment with pitch manipulation using binary oppositions. Once again, source material is presented, aligned with the initial intention of the project and well supported with research. 

Therefore, the overall rationale and commentary are purposeful, with evidence of relevant musical decision-making. 

The student would score in the top band for this criterion with a 5/6 out of a possible 6. 

CRITERION B: PRACTICAL MUSICAL EXPERIMENTS IN CREATING 

Guiding questions:

  • How effectively has the student conducted a series of purposeful musical experiments?
  • Is there practical evidence of informed musical decision-making... (see: Musical Decision Making )... in the musical experimentation process? 


Music Subject Guide / Internal Assessment

As stated in criterion A, the student offers strong justification for the decisions made throughout the experimenting process. The use of screenshots offers support for and is consistent with the referenced research. The inclusion of time stamps reflecting these examples on the audio track would have been welcome. The student demonstrates their application of Ableton while adhering to the principles of timbre/tonecolor manipulation consistent with music concrete. Again, the musical decisions made in the second experiment are justified. 
Has the student explored various perspectives on using musique concrète techniques and applied them from various related contexts (STOMP, Klangfarbenmelodie, and Sonorism)? Yes, there appears to be enough evidence given. A moderator may be hard-pressed to say that the source material was completely transformed, as the relationship of three varied experiments to the original source material is not fully convincing. The experiment is certainly purposeful, with evidence of proficient musical decision-making; it may fall just short, though, of being fully compelling. 
The marks for this criterion would fall in a very solid 6 level, with the potential of some moderators offering a 7 out of a possible 8 marks. 

CRITERION C: RATIONALE AND COMMENTARY FOR MUSICAL EXPERIMENTS IN PERFORMING

Guiding questions:

  • How well has the student justified and supported their proposed experimentation with relevant source material and musical stimuli?
  • Is the explanation of the experimentation process and of the musical decision-making (see: Musical Decision Making ) convincing? 

Music Subject Guide / Internal Assessment

The student identifies themself as a violin player. The purpose of the experiment is to investigate various performing conventions from several different musical eras. Although this provides for a comprehensive study, it could lack specific focus. Simply stating “various musical eras” could be considered somewhat vague. Consideration might be given to performance techniques within one specific genre, such as contemporary or Baroque technique. The AoI, source material, and musical context are all clearly given in the rationale. Three techniques are clearly identified in the commentary: Mozart Articulation, Artificial Harmonies, and Baroque Hierarchy of notes. As such, the experiment loses some focus.
Still, there is purposeful thought to the experimenting process with some relevant musical decision-making.
The marks in this criterion would fall in the 5 range, but some moderators may struggle with the lack of specific development of the source material and award a 4 (out of 6). 

CRITERION D: PRACTICAL MUSICAL EXPERIMENTS IN PERFORMING 

Guiding questions:

  • How effectively has the student conducted a series of purposeful musical experiments?
  • Is there practical evidence of informed musical decision-making... (see: Musical Decision Making )... in the musical experimentation process?  

Music Subject Guide / Internal Assessment

In the first applied experiment, the student identifies the application of “Mozart-like articulation.” There is some evidence that supports the style of “opera-influenced, elegant, singing melody.” There is reasonable supporting research to justify the use of such a technique in the first experiment. 
The second experiment discusses the use of “artificial harmonics". There are some very valid demonstrations of this technique in the second example. These decisions are supported with research material. 
The third experiment includes a demonstration of baroque style "hierarchy' of notes. 
The three experiments are related and the attempt to experiment with alternative, unfamiliar techniques is acknowledged. The student, though, does not transform the piece. These are more applied stylistic adaptations to the same source material. As such, this criterion would most likely fall in the 5-6 area. 
Based on the above discussions, one could assume this script could fall anywhere in the 21 to 23 range, rendering it an overall mark of 7 during this marking period. 

For Further Consideration:

Be very clear in the commentary where musical choices were made. Use timestamps consistent with the audio upload. These should be compatible with any screenshots or scores submitted in the body of the report. One must emphasize the connection between purpose, research, and application. The core of the experiment needs to have a specific purpose (ie., application of a certain technique rather than a general approach to several varied techniques). When specific techniques are applied, they should always be supported with relevant research sources. 

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