Official IB Music IA criteria

Read the official IB Music Internal Assessment criteria with markbands, guiding questions, and notes. Use the selectors to switch subject, level, or component; the optional AI grading prompt stays at the bottom for self-review.

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Group

Subject

Level

Official criteria

Music · All · Musical experiments

4 criteriaTotal 28 marks

Criterion A: Rationale and commentary for musical experiments in creating

6 marks

Guiding questions

How well has the student justified their proposed experimentation and supported this with relevant source material and musical stimuli?

Is the explanation of the experimentation process and of musical decision-making convincing?

0
The work does not reach a standard described by the descriptors below.
1–2
The student’s rationale for musical experiments in creating is ineffective. The student outlines the experimentation process with rudimentary musical decision-making.
Possible characteristics: Ineffective, Inaccurate, Rudimentary, Limited, Superficial
3–4
The student’s rationale for musical experiments in creating is suitable. The student describes the experimentation process with reasonable musical decision-making.
Possible characteristics: Inconsistent, Formulaic, Sufficient, Suitable, Reasonable
5–6
The student’s rationale for musical experiments in creating is purposeful. The student explains the experimentation process with relevant musical decision-making.
Possible characteristics: Accurate, Proficient, Purposeful, Relevant, Competent

Criterion B: Practical musical experiments in creating

8 marks

Guiding questions

How effectively has the student conducted a series of purposeful musical experiments?

Is there practical evidence of informed musical decision-making in the musical experimentation process?

0
The work does not reach a standard described by the descriptors below.
1–2
The student reiterates source material, and the development of musical ideas is limited. Practical evidence of musical decision-making is superficial.
Possible characteristics: Ineffective, Inaccurate, Rudimentary, Limited, Superficial
3–4
The student recreates source material, and the development of musical ideas is formulaic. Practical evidence of musical decision-making is inconsistent.
Possible characteristics: Inconsistent, Formulaic, Sufficient, Suitable, Reasonable
5–6
The student adapts source materials, and the development of musical ideas is purposeful. Practical evidence of musical decision-making is proficient.
Possible characteristics: Accurate, Proficient, Purposeful, Relevant, Competent
7–8
The student transforms source material, and the development of musical ideas is imaginative. Practical evidence of musical decision-making is compelling.
Possible characteristics: Imaginative, Resourceful, Compelling, Accomplished, Excellent

Criterion C: Rationale and commentary for musical experiments in performing

6 marks

Guiding questions

How well has the student justified their proposed experimentation and supported this with relevant source material and musical stimuli?

Is the explanation of the experimentation process and of musical decision-making convincing?

0
The work does not reach a standard described by the descriptors below.
1–2
The student’s rationale for musical experiments in performing is ineffective. The student outlines the experimentation process with rudimentary musical decision-making.
Possible characteristics: Ineffective, Inaccurate, Rudimentary, Limited, Superficial
3–4
The student’s rationale for musical experiments in performing is suitable. The student describes the experimentation process with reasonable musical decision-making.
Possible characteristics: Inconsistent, Formulaic, Sufficient, Suitable, Reasonable
5–6
The student’s rationale for musical experiments in performing is purposeful. The student explains the experimentation process with relevant musical decision-making.
Possible characteristics: Accurate, Proficient, Purposeful, Relevant, Competent

Criterion D: Practical musical experiments in performing

8 marks

Guiding questions

How effectively has the student conducted a purposeful series of musical experiments?

Is there practical evidence of informed musical decision-making in the musical experimentation process?

0
The work does not reach a standard described by the descriptors below.
1–2
The student reiterates source material, and the development of musical ideas is limited. Practical evidence of musical decision-making is superficial.
Possible characteristics: Ineffective, Inaccurate, Rudimentary, Limited, Superficial
3–4
The student recreates source material, and the development of musical ideas is formulaic. Practical evidence of musical decision-making is inconsistent.
Possible characteristics: Inconsistent, Formulaic, Sufficient, Suitable, Reasonable
5–6
The student adapts source materials, and the development of musical ideas is purposeful. Practical evidence of musical decision-making is proficient.
Possible characteristics: Accurate, Proficient, Purposeful, Relevant, Competent
7–8
The student transforms source material, and the development of musical ideas is imaginative. Practical evidence of musical decision-making is compelling.
Possible characteristics: Imaginative, Resourceful, Compelling, Accomplished, Excellent

Optional: AI grading prompt

For self-review only

A copyable prompt that embeds the criteria above and asks an AI to grade the work criterion by criterion. Use it as a draft sanity check — not a substitute for teacher or examiner feedback.

Common questions

Where do the criteria come from?

The criteria are stored locally in a structured database that mirrors the official IB descriptors. The page only displays them — descriptor wording is preserved as written, with no paraphrasing.

Why pick subject, level, and component?

The criteria differ by assessment type, subject, level, and component. The selectors at the top filter the database to the criteria set that applies to your specific submission.

What is the AI grading prompt at the bottom for?

It is an optional helper. The prompt embeds the same criteria you see above and asks an AI to evaluate the work criterion by criterion. Useful for a quick self-review before teacher feedback.

Is my work sent anywhere?

No. The page only loads criteria. If you choose to use the AI prompt, you copy it manually and paste it into the AI tool of your choice — nothing leaves this page.

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