Music

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ks3 music

Performing Arts strives to provide a varied, engaging and inclusive curriculum where students will learn to be creative, confident and proficient performing artists. Our curriculum is built on the fundamental key skills in performing, composing, devising and appraising. Through these skills, we explore a breadth of genres and wider social and historical contexts with the aim of building cultural capital and empowering students to appreciate the performing arts throughout their lives.

MYP Assessment Criteria

Criterion A

Investigating

Criterion B

Developing

Criterion C

Creating / Performing

Criterion D

Evaluating

General Principle (Statement of Inquiry)

The form of aesthetics through individuals and civilizations can be interpreted in different ways

Link to assessment

All summative tasks look at how forms of aesthetics through individuals and civilizations can be interpreted in different ways

  • Criterion A: Understanding what the features of the genre is by exploring a range of performances and analysing the skills used
  • Criterion B: Understanding what skills they will need in order to create a piece for performance

Links to prior learning

The starting point of our curriculum is The Music Elements (DR SMITH) Considered to be one most important foundations of any piece of music. It is believed that a person cannot compose music without including these into their piece. Secondly, they enable us to describe what you can hear, analyse what the composers are and communicate our thoughts and findings, using the common and universal language of music.

Core declarative knowledge: What should students know?

  • Where is Folk music from?
  • What instruments are used in Folk music?
  • What is celtic music?
  • What is a Sea shanty?
  • What chords are usually played in Folk songs?

Core procedural knowledge: What should students be able to do?

  • Be able to describe the DR SMITH used in Folk music
  • Be able to understand the purpose and context of Folk music
  • Be able to perform Folk songs with voice, keyboard and ukulele
  • Be able to create an arrangement of a given piece and perform as an ensemble
  • Be able to understand how to perform as an ensemble

General Principle (Statement of Inquiry)

Representing social constructions of reality can change how we express ourselves

Link to assessment

All summative tasks explore how representing social constructions of reality can change how we express ourselves

  • Goal : A music magazine “Music Alive!” has asked you to help them to develop a feature on Musicals for readers to understand how Musicals represent society and how they can express ourselves.
  • Role: A young music journalist
  • Audience: Other musicians
  • Situation : The task involves investigating the context, purpose and features, appraising other performances and performing a musical song
  • Product/Performance/Purpose: Produce magazine feature- investigate/critique a musical genre and song (A)
  • Develop an artist intention for your Musical performance (B)
  • A completed performance (C)
  • Appraise and Reflect on your performance and your project as a whole (D)

Links to prior learning

Students would have learned about Folk music. They will be able to establish links between the context and the music elements, permitting a reflection on development of musical theatre overtime. The students’ ability to listen to music (DR SMITH) performing and composing music will support their learning.

Core declarative knowledge: What should students know?

  • What are Musicals?
  • How/When did musicals begin?
  • What is a “triple-threat”?
  • What instruments are used in Musicals?
  • What different types of song and music are found in a musical?
  • What are the sub-genres of Musicals?
  • What are the key music features of musicals?

Core procedural knowledge: What should students be able to do?

  • To understand how and when Musicals originated
  • To identify music elements (DR SMITH) in Musicals
  • To understand different composer’s styles when they write musicals
  • To reflect on how music enhances/detracts from on-stage action
  • Be able to perform musical songs as a solo and in small groups

General Principle (Statement of Inquiry)

Composition can be effective form of communication to reflect human capability and development to an audience.

Link to assessment

All summative tasks investigate programme music composers who communicate human capability and development through the elements of music, then create your own composition that can attempt to do the same to the intended audience

  • Goal : A local primary school has asked you to help them to develop students understanding of how programme music is used to reflect human capability and development
  • Role: A young composer
  • Audience: Primary school students
  • Situation : The task involves researching the context, purpose and features, appraising other compositions and creating your own finalised composition
    • Product/Performance/Purpose: Produce information pack:
      investigate/critique (A)
    • Develop an artist intention for your programme music composition (B)
    • A completed composition (C)
    • Appraise and Reflect (D)

Links to prior learning

Students would have learned about music elements through musical theatre music. They will be able to establish links between the context and the music elements, permitting a reflection on development of technology overtime. The students’ are now being introduced to the basics of DAW’s and will now be able to start developing their skills.

Core declarative knowledge: What should students know?

  • What are the features of programme music and how are these features used in the music?
  • What is Romantic music (time period)?
  • What has influenced or inspired programme Music?
  • How does programme Music relate to other music genres?
  • What is the background and purpose of programme music?
  • What skills or techniques will you need to create your own programme music?
  • What targets for improvement could you set for yourself?
  • How will you achieve these targets?
  • How will you develop your ideas to achieve artistic intention?

Core procedural knowledge: What should students be able to do?

  • Be able to define what programme music is
  • Be able to reflect on the elements of music (DR SMITH)
  • Be able to know what the artistic intention of the programme music you are creating
  • Be able to create initial ideas for your programme music composition
  • Be able to justify the knowledge you have gained to help you think creatively
  • Be able to use DAW (Soundtrap) to create your own composition
  • Be able to write reflective logs each week to show how you have improved/changed composition over time
  • Be able to compose creative ideas of programme music using DAW (Soundtrap)
  • Be able to give self and peer constructive feedback to improve

General Principle (Statement of Inquiry)

Play, in the form of different genres, can develop Identities in formation and self-esteem as well as relationships in cooperation and team

Link to assessment

All summative task investigate how musicians Play, in the form of different genres, can develop Identities in formation and self-esteem as well as relationships in cooperation and team

  • C: Creating/Performing: Students will perform as an ensemble
  • D: Evaluating: Students will evaluate their performance, reflecting on their skill development

Links to prior learning

Students would have learned about music elements of popular and world music and should now be confident with a particular instrument that they can develop further in this unit. They will be able to establish links between all modules studied so far to develop their own performance of a song of their choice, permitting a reflection of self-management skills and team work.

Core declarative knowledge: What should students know?

  • What is a typical pop song structure?
  • What is a chord?
  • How do you play the fundamental notes on the keyboard, guitar, ukulele, bass?
  • What Warm ups can help you practise songs?
  • What skills do you need for rehearsal?
  • How do you work effectively in a group in preparation for performance?

Core procedural knowledge: What should students be able to do?

  • Be able to listen to songs and identify the elements confidently (DR SMITH)
  • Be able to be confident in singing
  • Be able to read instrument chord charts and display them practically
  • To be able to play the fundamental chord patterns (Major and Minor chords)
  • Be able to work as a band/team and self-manage with rehearsal plans
  • Be able to give regular feedback (self and peer)
  • Be able to perform in front of an audience

General Principle (Statement of Inquiry)

The form of aesthetics through individuals and civilizations can be interpreted in different ways

Link to assessment

  • All summative tasks look at how forms of aesthetics through individuals and civilizations can be interpreted in different ways

    • Criterion A: Understanding what the features of the genre is by exploring a range of performances and analysing the skills used
    • Criterion B: Understanding what skills they will need in order to create a piece for performance

Links to prior learning

In Year 7 students would have been exposed to the elements of music. This module will enable students to recall this. The starting point of our curriculum is The Music Elements (DR SMITH) Considered to be one most important foundations of any piece of music. It is believed that a person cannot compose music without including these into their piece. Secondly, they enable us to describe what you can hear, analyse what the composers are and communicate our thoughts and findings, using the common and universal language of music.

Core declarative knowledge: What should students know?

  • Where is Reggae from?
  • What instruments are used in Reggae?
  • What typical lyrics do we hear in Reggae?
  • Who is Bob Marley?
  • What is offbeat?
  • What are the sub-genres of Reggae?
  • What is a typical Reggae structure?
  • What is a bassline? What is a triad?

Core procedural knowledge: What should students be able to do?

  • Be able to recognise the typical chords used in Reggae
  • Be able to describe the DR SMITH used in Reggae
  • Be able to perform Reggae songs on the keyboard, ukulele, drums and guitar
  • Be able to create an arrangement of a given piece and perform as an ensemble
  • Perform a short piece with moderate accuracy

General Principle (Statement of Inquiry)

Representing social constructions of reality can change how we express ourselves

Link to assessment

All summative tasks explore how representing social constructions of reality can change how we express ourselves

  • Goal : A music magazine “Music Alive!” has asked you to help them to develop a feature on Film Music for readers to understand how Film
  • Music can represent society and how they can express themselves.
  • Role: A young music journalist
  • Audience: Other musicians
  • Situation : The task involves investigating the context, purpose and features, appraising other performances and performing a Film music song
  • Product/Performance/Purpose: Produce magazine feature- investigate/critique a genre of Film music and song (A)
  • Develop an artist intention for your Film music song performance (B)
  • A completed performance (C)
  • Appraise and Reflect on your performance and your project as a whole (D)

Links to prior learning

Students would have learned about Reggae music. They will be able to establish links between the context and the music elements, permitting a reflection on development of film music overtime. The students’ ability to listen to music (DR SMITH) performing and composing music will support their learning.

Core declarative knowledge: What should students know?

  • What is film music?
  • What instruments are used in film music?
  • What is a soundtrack?
  • What is diegetic vs non-diegetic music?
  • What is a leitmotif?
  • How are leitmotifs composed?
  • What are the key music features of Film music?

Core procedural knowledge: What should students be able to do?

  • Be able to understand how film music originated
  • Be able to describe how classical music has been used in films
  • Be able to reflect on how film enhances/detracts from the on-screen action
  • Be able to describe the music elements in different types of film music
  • Be able to perform film music using keyboard/string skills

General Principle (Statement of Inquiry)

Composition can be effective form of communication to reflect human capability and development to an audience

Link to assessment

All summative tasks investigate video game music composers who communicate human capability and development through the elements of music, then create your own composition that can attempt to do the same to the intended audience

  • Outline of summative assessment task(s) including assessment criteria:
  • Goal : A local primary school has asked you to help them to develop students understanding of how video game music is used to reflect human capability and development
  • Role: A young composer
  • Audience: Primary school students
  • Situation : The task involves researching the context, purpose and features, appraising other compositions and creating your own finalised composition
  • Product/Performance/Purpose: Produce information pack:

    • Investigate/critique (A)
    • Develop an artist intention for your programme music composition (B)
    • A completed composition (C)
    • Appraise and Reflect (D)

Links to prior learning

Students would have learned about music elements through film music. They will be able to establish links between the context and the music elements, permitting a reflection on development of technology overtime. The students’ would have been introduced to the basics of DAW’s in Y7 and will now be able to start developing their skills.

Core declarative knowledge: What should students know?

  • What is video game music?
  • What is a leitmotif?
  • What does 8bit mean?
  • What is a theme?
  • What is a DAW?
  • What are the features of video Game music and how are these features used in the music?
  • What has influenced or inspired video game Music?
  • How does video game Music relate to other music genres?
  • What is the history, background and purpose of video game music?
  • What skills or techniques will you need to create your own video game music?
  • What targets for improvement could you set for yourself?
  • How will you achieve these targets?

Core procedural knowledge: What should students be able to do?

  • Be able to define what video game music is
  • Be able to reflect on the elements of music (DR SMITH)
  • Be able to know what the artistic intention of the video game music you are creating
  • Be able to create initial ideas for your video game music composition
  • Be able to justify the knowledge you have gained to help you think creatively
  • Be able to use DAW (Soundtrap) to create your own composition
  • Be able to write reflective logs each week to show how you have improved/changed composition over time
  • Be able to compose creative ideas of video game music using DAW (Soundtrap)
  • Be able to give self and peer constructive feedback to improve

General Principle (Statement of Inquiry)

Play, in the form of different genres, can develop Identities in formation and self-esteem as well as relationships in cooperation and team

Link to assessment

All summative task investigate how musicians Play, in the form of different genres, can develop Identities in formation and self-esteem as well as relationships in cooperation and team

  • C: Creating/Performing: Students will perform as an ensemble
  • D: Evaluating: Students will evaluate their performance, reflecting on their skill development

Links to prior learning

Students would have learned about music elements of popular and world music and should now be confident with a particular instrument that they can develop further in this unit. They will be able to establish links between all modules studied so far to develop their own performance of a song of their choice, permitting a reflection of self-management skills and team work.

Core declarative knowledge: What should students know?

  • What is the Axis of Awesome?
  • What is the “4-chord-song” trick?
  • What is a major and minor chord?
  • How do you play the fundamental chords on the keyboard, guitar, ukulele, bass?
  • How do you warm up your voice?
  • How do you sing over the 4-chords?
  • How do you create your own 4-chord mash-up/medley?
  • What performance skills do you need for a live performance?

Core procedural knowledge: What should students be able to do?

  • Be able to listen to songs and identify the elements confidently (DR SMITH)
  • Be able to read instrument chord charts and display them practically
  • To be able to play the fundamental chord patterns (Major and Minor chords)
  • Be able to work as a band/team and self-manage with rehearsal plans
  • Be able to give regular feedback (self and peer)
  • Be able to perform in front of an audience

General Principle (Statement of Inquiry)

The form of aesthetics through individuals and civilizations can be interpreted in different ways

Link to assessment

All summative tasks look at how forms of aesthetics through individuals and civilizations can be interpreted in different ways

  • Criterion A: Understanding what the features of the genre is by exploring a range of performances and analysing the skills used
  • Criterion B: Understanding what skills they will need in order to create a piece for performance

Links to prior learning

In Year 7 and 8, students would have been exposed to the elements of music. This module will enable students to recall this. The starting point of our curriculum is The Music Elements (DR SMITH) Considered to be one most important foundations of any piece of music. It is believed that a person cannot compose music without including these into their piece. Secondly, they enable us to describe what you can hear, analyse what the composers are and communicate our thoughts and findings, using the common and universal language of music.

Core declarative knowledge: What should students know?

  • Where is Blues from?
  • What is the purpose and context of Blues music?
  • What is the Blues scale?
  • What is the 12 Bar Blues?
  • What is improvisation and syncopation?
  • What is a chord sequence?
  • What is a bassline? What is a triad?
  • What is in a Maj7 chord a min7 chord?
  • What music artists are associated with Blues music?
  • What are the musical elements of Blues music?

Core procedural knowledge: What should students be able to do?

  • Be able to recognise the use of the Blues Scale
  • Be able to describe accurately a chord sequence and the 12 Bar Blues
  • Be able to perform the 12 Bar Blues on the keyboard, guitar or ukulele
  • Be able to create an arrangement of a piece and perform as an ensemble
  • How to improvise using the blues scale

General Principle (Statement of Inquiry)

Representing social constructions of reality can change how we express ourselves

Link to assessment

All summative tasks look at how representing social constructions of reality can change how we express ourselves

  • Goal : A music magazine “Music Alive!” has asked you to help them to develop a feature on Protest Music for readers to understand how Protest Music can represent society and how they can express themselves.
  • Role: A young music journalist
    Audience: Other musicians
  • Situation : The task involves investigating the context, purpose and features, appraising other performances and performing a Protest song
  • Product/Performance/Purpose: Produce magazine feature- investigate/critique
    • Protest music and song (A)
    • Develop an artist intention for your Protest song performance (B)
    • A completed performance (C)
    • Appraise and Reflect on your performance and your project as a whole (D)

Links to prior learning

Students would have learned about the Blues music. They will be able to establish links between the context and the music elements, permitting a reflection on development of protest music overtime. The students’ ability to understand chords, chord progressions, performing and composing music will support their learning.

Core declarative knowledge: What should students know?

  • What is a protest song?
  • What are protest songs usually about?
  • Why do we have protest songs?
  • Why do you think some protest songs are catchy?
  • What are the common types of pop structures?
  • What are the common types of pop chord sequences?
  • How do you create protest lyrics?
  • What are the key music features of Protest music?

Core procedural knowledge: What should students be able to do?

  • To recognise a protest song
  • To describe the music elements in different types of protest songs
  • To perform protest songs independently and in small groups
  • To create lyrics of a given piece and perform as an ensemble
  • To understand different types of chord progressions to develop songs
  • To reflect on how protest music is a form of expression (SOI)

General Principle (Statement of Inquiry)

Composition can be effective form of communication to reflect human capability and development to an audience

Link to assessment

All summative tasks investigate DAW Dance music composers who communicate human capability and development through the elements of music, then create your own composition that can attempt to do the same to the intended audience

  • Goal : A local primary school has asked you to help them to develop students understanding of how DAW Dance music is used to reflect human capability and development
  • Role: A young composer
  • Audience: Primary school students
  • Situation : The task involves researching the context, purpose and features, appraising other compositions and creating your own finalised composition
  • Product/Performance/Purpose: Produce information pack:

    • Investigate/critique (A)
    • Develop an artist intention for your DAW music composition (B)
    • A completed composition (C)
    • Appraise and Reflect (D)

Links to prior learning

Students would have learned about music elements through film music. They will be able to establish links between the context and the music elements, permitting a reflection on development of technology overtime. The students’ would have been introduced to the basics of DAW’s in Y7 and will now be able to start developing their skills.

Core declarative knowledge: What should students know?

  • What is video game music?
  • What is a leitmotif?
  • What does 8bit mean?
  • What is a theme?
  • What is a DAW?
  • What are the features of video Game music and how are these features used in the music?
  • What has influenced or inspired video game Music?
  • How does video game Music relate to other music genres?
  • What is the history, background and purpose of video game music?
  • What skills or techniques will you need to create your own video game music?
  • What targets for improvement could you set for yourself?
  • How will you achieve these targets?

Core procedural knowledge: What should students be able to do?

  • Be able to define what video game music is
  • Be able to reflect on the elements of music (DR SMITH)
  • Be able to know what the artistic intention of the video game music you are creating
  • Be able to create initial ideas for your video game music composition
  • Be able to justify the knowledge you have gained to help you think creatively
  • Be able to use DAW (Soundtrap) to create your own composition
  • Be able to write reflective logs each week to show how you have improved/changed composition over time
  • Be able to compose creative ideas of video game music using DAW (Soundtrap)
  • Be able to give self and peer constructive feedback to improve

General Principle (Statement of Inquiry)

Play, in the form of different genres, can develop Identities in formation and self-esteem as well as relationships in cooperation and team

Link to assessment

All summative task investigate how musicians Play, in the form of different genres, can develop Identities in formation and self-esteem as well as relationships in cooperation and team

  • C: Creating/Performing: Students will perform as an ensemble
  • D: Evaluating: Students will evaluate their performance, reflecting on their skill development

Links to prior learning

Students would have learned about music elements of popular and world music and should now be confident with a particular instrument that they can develop further in this unit. They will be able to establish links between all modules studied so far to develop their own performance of a song of their choice, permitting a reflection of self-management skills and team work.

Core declarative knowledge: What should students know?

  • What makes a good song?
  • How do you play the fundamental chords on the keyboard, guitar, ukulele, bass?
  • How do you play the fundamental rhythmic patterns on the drum kit?
  • What self-management/personable skills do you need for rehearsal?
  • What performance skills do you need for a live performance?
  • In what ways can the Elements of Music be refined or manipulated to create new arrangements of an existing song or piece of music?

Core procedural knowledge: What should students be able to do?

  • Be able to listen to songs and identify the elements confidently (DR SMITH)
  • Be able to read instrument chord charts and display them practically
  • To be able to play the fundamental chord patterns (Major and Minor chords)
  • Be able to work as a band/team and self-manage with rehearsal plans
  • Be able to give regular feedback (self and peer)
  • Be able to perform in front of an audience

Click on the links below to view the videos and resources for the extension activities.

Modules 1 & 2

Read
Musicals and Musical Theatre

Watch
History of Musical Theatre

Listen
All time best musical songs playlist

Modules 3 & 4 – Programme Music

All students can access Sound Trap via their Google Login: https://www.soundtrap.com/login Encourage music creation, recording and sampling.

Watch
Introduction to Programme Music

Read
What is Programme Music? A Complete Guide

Watch
Introduction to Soundtrap

Click on the links below to view the videos and resources for the extension activities.

Modules 1 & 2

Read
The rise of reggae

Watch
A brief history of reggae

Listen
Rods of Reggae Podcast

Modules 3 & 4 – Music for Screen (Film to Video Games)

All students can access Sound Trap via their Google Login: https://www.soundtrap.com/login Encourage music creation, recording and sampling.

Read
Composing music for film

Read
Composing music for video games

Watch
Understanding the Lietmotif

Watch
Write a melody on Soundtrap

Click on the links below to view the videos and resources for the extension activities.

Modules 1 & 2

Read
What is the blues?

Watch
Blues History: Part 1

Watch
Blues History: Part 2

Listen
Delta Blues Museum Podcast

Modules 3 & 4 – The history of Electronic Music: Can machines make music?

All students can access Sound Trap via their Google Login: https://www.soundtrap.com/login Encourage music creation, recording and sampling.

Watch
A brief history of Synthesisers

Read
Electronic Music

Read/Watch
Introducing Sampler

Listen
Evolution of Electronic Music (1929 – 2019)

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ks4 music

link to specification

Link to prior learning

By the end of Key Stage 3 learners should recognise and have knowledge of:

  • Treble and bass clef notes plus their position on the keyboard
  • Musical elements (DR SMITH)
  • Basic terminology such as forte, piano, triad, conjunct, disjunct, dissonant
  • Recognition of such devices as repetition, imitation, sequence.

Core declarative knowledge: What should students know?

  • What are the elements of music?
  • What is musical theory?
  • What is the treble clef?
  • What is the bass clef?
  • What are note values (crotchet, quaver, semi-quaver, minim, semibreve, rests, dotted rhythm and triplets)?
  • How do you know the time signature?
  • What are tones and semi-tones?
  • What is the difference between major and minor keys?
  • What are chords?
  • What are intervals?
  • What are cadences?

Core procedural knowledge: What should students be able to do?

  • Be able to list all seven elements of music (Dynamics, Rhythm, Structure, Melody, Instruments, Texture, Harmony – DR SMITH)
  • Be able to read a musical score and identify key instructions (key signature, time signature, treble/bass clef, note values)
  • Be able to explain the elements of music through listening tests – including basic rhythmic and pitch dictation (separately), and recognition of some musical devices, elements and instruments (Listening exercises to develop the ability to identify musical elements AO3 and appraising skills AO4)

Link to prior learning

Students’ knowledge of the musical elements should be drawn upon (through explicit instruction and checking for understanding) when explaining the elements whilst listening to extracts from Baroque, Classical and Romantic periods with emphasis on music forms and devices.

Core declarative knowledge: What should students know?

  • What do the structural words Strophic, Binary, Ternary, Vartiation and Rondo mean?
  • What is the Baroque period in music?
  • What are the common musical features in Baroque music?
  • What are the musical features in the set work “Badinerie” by J.S Bach?
  • What is the Classical period in music?
  • What are the common musical features in Classical music?
  • What is the Romantic period in music?
  • What are the common musical features in Romantic music?

Core procedural knowledge: What should students be able to do?

  • Be able to recall the meanings of structural words (Strophic, Binary, Ternary, Variation and Rondo)
  • Be able to describe the musical features of Baroque music
  • Be able to describe the musical features of the set work “Bandinarie” and reflect on the artistic intentions and historical/social context
  • Be able to describe the musical features of Classical/Romantic music
  • Be able to rehearse solo performances for the upcoming assessment

Link to prior learning

Students’ knowledge of the musical elements should be drawn upon (through explicit instruction and checking for understanding) when explaining the elements whilst listening to extracts from Film music with emphasis on how film composers react to a stimulus or commission.

Core declarative knowledge: What should students know?

  • What is the origin of film music?
  • How is music for film created and developed (and how has this changed over time)?
  • What is the function of music in movies?
  • What are the common musical features of film music?
  • What is a leitmotif?
  • How are musical elements used to create different moods and effects in film music?
  • How do film composers react to a stimulus or commission?

Core procedural knowledge: What should students be able to do?

  • Be able to recall basic music theory
  • Be able to describe the musical features of Film music
  • Be able to explain how film composers create different moods and effects in film
  • Be able to start short ideas for the free composition based on a film

Link to prior learning

Students’ knowledge of the musical elements should be drawn upon (through explicit instruction and checking for understanding) when explaining the elements whilst listening to extracts from Chamber music, Musical Theatre, Jazz and Blues genres with emphasis on sonority and texture.

Core declarative knowledge: What should students know?

  • What is the meaning of sonority and texture?
  • What is meant by the term “ensemble”?
  • What is Chamber music?
  • What are the common musical features of Chamber music?
  • What is Musical Theatre?
  • What are the common musical features of Musical Theatre?
  • What is Jazz and Blues?
  • What are the common musical features of Jazz and Blues?

Core procedural knowledge: What should students be able to do?

  • Be able to recall the meanings of texture words (Monophonic, Homophonic, Polyphonic, Imitation)
  • Be able to describe the musical features of Chamber music
  • Be able to describe the musical features of Musical Theatre
  • Be able to describe the musical features of Jazz and Blues
  • Be able to perform an ensemble piece with 2 or more people

Link to prior learning

Students’ knowledge of the musical elements should be drawn upon (through explicit instruction and checking for understanding) when explaining the elements whilst listening to extracts from Pop, Rock and Fusion genres with emphasis on development in technology.

Core declarative knowledge: What should students know?

  • What is Rock music?
  • What is Pop music?
  • What are the common musical features of rock and pop music?
  • What are the sub-genres of Rock music?
  • What do the words remixing, panning, delay, reverb, phasing and looping mean?
  • How is the use of tehcnology changed over time?
  • What is musical fusion?
  • What is Bhangra?
  • What are the musical features in the set work “Africa” by Toto?

Core procedural knowledge: What should students be able to do?

  • Be able to identify the differences and similarities between Rock and Pop songs
  • Be able to describe the musical features of rock/pop songs
  • Be able to reflect on how music technology has changed over time and their usage in songs
  • Be able to describe the musical features of the set work “Africa” and reflect on the artistic intentions and historical/social context
  • Be able to describe the musical features of Fusions and Bhangra music
  • Be able to start short ideas for the free composition based on a pop/rock song

Link to prior learning

Students’ knowledge of the musical elements should be drawn upon (through explicit instruction and checking for understanding) when explaining the elements whilst listening to all 4 areas of study. The students should also be focusing on completing their free composition by the end of Y10

Core declarative knowledge: What should students know?

  • What are the elements of music?
  • What is music theory?
  • What are the musical forms and devices?
  • What are the music differences between Baroque, Classical and Romantic music?
  • How is film music used to create emotion and reflect a theme?
  • What are the musical features of Chamber music, Musical Theatre, Jazz and Blues music?
  • What are the musical features of Pop, Rock and Fusion music?
  • What are the musical features in the set work “Africa” by Toto?
  • What are the musical features in the set work “Bandinere” by Bach?

Core procedural knowledge: What should students be able to do?

  • Be able to describe the musical elements (DR SMITH) in a wide range of musical styles within the 4 areas of study
  • Be confident at answering an exam question and knowing the different types of questions that are in the exam (short response vs long response)

Link to prior learning

Students’ knowledge of the musical elements should be drawn upon when explaining the elements whilst listening to extracts from Baroque, Classical and Romantic periods with emphasis on music forms and devices.

Link to assessment

  • Assess performances to WJEC Eduqas criteria when ready
  • Monitor composition, processes, progress and composition log
  • Regular listening tests and homework exercises.
  • Build department resources bank for learners to access according to ability and musical understanding.

Core declarative knowledge: What should students know?

  • What are the elements of music?
  • What is music theory?
  • What are the common musical features of baroque, classical and romantic periods?
  • What is Variation form and strophic form in Classical music?
  • What do the words imitation, pedal, canon, alberti bass mean?
  • What are the musical features in the set work “Badinerie” by J.S Bach?

Core procedural knowledge: What should students be able to do?

  • Select final choice of pieces for the practical examination
  • Work and rehearse all performances independently and with guidance from teacher/ peripatetic tutor
  • Begin work on the piece for the Eduqas Composition set brief
  • Continue to explain the elements of music through listening tests – including basic rhythmic and pitch dictation (separately), and recognition of some musical devices, elements and instruments (Listening exercises to develop the ability to identify musical elements AO3 and appraising skills AO4)

Link to prior learning

Students’ knowledge of the musical elements should be drawn upon when explaining the elements whilst listening to extracts from Pop, Rock and Fusion genres with emphasis on development in technology.

Link to assessment

  • Assess composition to brief using Eduqas criteria. Ensure that all authentication procedures have been included
  • Continue to assess performances when ready to Eduqas criteria
  • Regular listening tests and homework exercises

Core declarative knowledge: What should students know?

  • What is Bhangra and fusion music?
  • What do the words remixing, panning, delay, reverb, phasing and looping mean?
  • What are the musical features in the set work “Africa” by Toto?
  • How do you write a successful long answer using exam techniques?

Core procedural knowledge: What should students be able to do?

  • Be able to take part in a Bhangra class project
  • Continue to work on performance (ensemble and/or solo), recording final performances as appropriate
  • Be able to reflect your performance back in front of class; feedback and target setting
  • Be able to complete Eduqas set composition: final refinements, production of score/ lead sheet and composition log.

Link to prior learning

Students’ knowledge of the musical elements should be drawn upon when explaining the elements whilst listening to extracts from Chamber music, Musical Theatre, Jazz and Blues genres with emphasis on sonority and texture.

Link to assessment

  • Mock exam
  • Continue to assess performances to Eduqas criteria
  • Monitor composition

Core declarative knowledge: What should students know?

  • What is Chamber music, Musical Theatre, Jazz and Blues?
  • What are the common musical features of Chamber music, Musical Theatre, Jazz and Blues?
  • What do the words polyphonic, layered, round, canon and countermelody mean?

Core procedural knowledge: What should students be able to do?

  • Be able to recall the musical features associated with music for ensembles
  • Be able to revisit free composition (possibly include earlier workings from sketch book)
  • To continue working on performances, recording when appropriate

Link to prior learning

Students’ knowledge of the musical elements should be drawn upon when explaining the elements whilst listening to extracts from Film music with emphasis on how film composers react to a stimulus or commision

Link to assessment

  • Complete all course work and assess using Eduqas criteria
  • Complete all necessary documentation ready for submission)

Core declarative knowledge: What should students know?

What do the following features:

  • Special effects
  • Extreme dynamics and tempo
  • Varying time signatures
  • Other minimalistic techniques
  • Chromatic and extended harmonies
  • Use of pattern-work
  • Sustained notes and polyphonic textures do to vary the textures of a film score?

Core procedural knowledge: What should students be able to do?

  • Be able to recall the musical features associated with film music
  • To complete the free composition
  • To complete all performances

Link to prior learning

Students’ knowledge of the musical elements should be drawn upon when explaining the elements whilst listening to all 4 areas of study.

Link to assessment

  • Appraising examination

Core declarative knowledge: What should students know?

  • How do you write Exam questions (Both short and long answers) ?
  • What are the best individually suited revision techniques?
  • How do you improve answers and achieve your best marks?
  • What are examination techniques and the expectations for the exam?

Core procedural knowledge: What should students be able to do?

  • To describe the musical elements (DR SMITH) in a wide range of musical styles within the 4 areas of study
  • Be confident at answering an exam question and knowing the different types of questions that are in the exam (short response vs long response)