Introduction
One of the most important things to understand about IB Music is how it’s assessed. Unlike other IB subjects that focus mainly on exams, IB Music evaluates students across multiple creative and reflective components. Whether you’re in Standard Level (SL) or Higher Level (HL), your grade comes from a balance of exploring, creating, and performing music.
This guide will explain exactly how IB Music is graded, including the differences between SL and HL.
The Three Assessment Components
IB Music grades are based on three core components:
1. Exploring Music
- Students research and analyze music from a variety of cultures and traditions.
- Work is presented in a portfolio with written reflections and analysis.
- HL students must also show how their exploration influenced their own practice.
2. Creating Music
- Students compose original works using traditional notation, digital tools, or improvisation.
- Compositions are supported by program notes explaining choices and influences.
- HL students are expected to create more minutes of original music with greater depth.
3. Performing Music
- Students prepare solo or ensemble performances.
- Performances are recorded and submitted for assessment.
- HL students perform longer programs with more variety.
SL vs HL Assessment Differences
Standard Level (SL)
- Performance: Shorter total time, fewer pieces.
- Compositions: Fewer required minutes of original music.
- Exploration: Portfolio with reflections and analysis only.
Higher Level (HL)
- Performance: Longer recordings, greater variety of repertoire.
- Compositions: More original music, showing deeper exploration.
- Exploration: Portfolio plus evidence of how research influenced the student’s own music-making.
How Examiners Grade IB Music
Examiners use four main criteria:
- Variety — range of genres, techniques, and cultural traditions explored.
- Technical Skill — competence in performance, notation, or technology.
- Creativity — originality and risk-taking in composition and interpretation.
- Coherence — how well components connect to each other and to the student’s theme or exploration.
Weighting of Components
The exact weighting may vary slightly depending on SL or HL, but all three components — exploring, creating, and performing — carry significant weight. No single part dominates your grade, which is why balance is key.
Tips to Meet Examiner Expectations
- Show cultural awareness by including non-Western traditions.
- Demonstrate variety — don’t stick to just one genre or style.
- Reflect honestly in your portfolio — examiners value growth.
- Ensure recordings are clear and professional for performances.
- Link components together — e.g., research influences composition, compositions inform performance choices.
Common Mistakes to Avoid
- Submitting the minimum required without variety.
- Writing vague reflections without analysis.
- Ignoring technical quality in performance recordings.
- Forgetting to connect research and practice.
- Overloading with text in the portfolio instead of balancing visuals and audio.
FAQs on IB Music Assessment
Q1: Do I need to be strong in all three components to score well?
Yes — balance across exploring, creating, and performing is essential.
Q2: Can I specialize in one area, like performance?
You can, but examiners still expect competence in all areas.
Q3: Do examiners prefer traditional Western music?
No — cultural diversity is encouraged and rewarded.
Q4: How important are program notes in composition?
Very — they show intentionality and reflection.
Q5: Can ensemble performance replace solo performance?
Yes — but you must show individual contribution clearly.
Conclusion
IB Music is graded across exploring, creating, and performing, with examiners rewarding variety, technical skill, creativity, and coherence. Both SL and HL students can succeed by balancing their strengths, showing cultural awareness, and presenting work with professionalism and reflection. Understanding the assessment structure is the first step toward building a strong IB Music portfolio and achieving top marks.
