You are welcome! Love your response - You picked up on some tricky little things! Great work on describing the shape of the melody - But you could go further, what about the melodic range? Was it all steps? Don't forget you can draw melodic contours in exam scenarios
I'd say the melody is played in the middle register of the instrument too - And to address the difference in yours and Katie's responses in terms of tonality, the piece is in C minor (so, minor, you obviously aren't expected to know it's in C), but there are accidentals. So definitely some major tonality in there too. So you are both correct
My biggest feedback for you Caitlin would be staying on topic - You had stuff in here on structure, dynamics, expressive techniques - Keep it all focused on Pitch!! My suggestion would be to draw mind maps for your concepts with every possible thing you could discuss (so Pitch would have a branch on melody, and harmony, and tonality, and then sub branches and sub-sub branches from those), and plaster them around while you practice to help you remember the cues
Mmmm welllll, I guess you can add other concepts in to support what you're saying about the pitch.
For example
- In section B when the drums are being played, the guitar plays a melody line that is moving in a conjunct manner at mf. Immediately, the melody from section A, which is the accompaniment, plays in an arpeggio-like style in a minor tonality, rather than the osciliation between major and minor, as seen earlier. Therefore, it is a variation of that melodic line. It is also playing at a p/mp volume. This establishes the call-response phrasing.
So basically you can see that I have mentioned dynamics as well. This is so that I can reinforce the "call-response" phrasing. - Becuase of the variation of the melody (now the accompaniment) creates contrast between the two sections.
Addedd contrast too! This is due to that variation with the pitch that creates that contrast. --> so my main focus was still on pitch, but I added some other concepts in which I think is fine to do.
I was told by my music teacher (pretty sure I mentioned that he is a senior marker in the other forum haha) that it actually enriches the responses when students do this...
These concepts do overlap in some way. For example, certain expressive techniques can change the pitch. Like when you do a guitar glide (not sure what's it called lol) it creates a glissando effect which then alters the pitch.
So I guess, what I'm trying to say is that... YES, you can meniton other concepts but only when relevant and making sure that the concept that the question is asking is the main focus!